Ml 

Return  this  book  on  or  before  the 
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are  reasons  for  disciplinary  action  and  may 
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University  of  Illinois  Library 

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L161— O-1096 

BULLETIN  NO.  42 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 


TEN  YEARS  OF  EDUCATIONAL 
RESEARCH,  1918-1927 

By 

Walter  S.  Monroe,  Director 

Charles  W.  Odell,  Assistant  Director 

M.  E.  Herriott,  Associate 

Max  D.  Engelhart,  Assistant 

Mabel  R.  Hull,  Assistant 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS,  URBANA 

1928 


STAFF  OF 

BUREAU  OF  EDUCATIONAL  RESEARCH 

1927-28  AND  1928-29 

Walter  S.  Monroe^  Director, 
Professor  of  Education 

Charles  W.  Odell,  Assistant  Director, 
Assistant  Professor  of  Education 

M.  E.  Herriott,  Associate 

]Max  D.  Engelhart,  Assistant 

Mabel  R.  Hull,  Assistant 

Helen  M.  Pl'tnam,  Stenographer 

Katherine  Strabel  Ashley,  Stenographer 

Elsie  M.  Bl'rt,  Stenographer 


J7p 


FOREWORD 


A  survey  of  the  development  of  educational  research  readily 
yields  the  conclusion  that  the  pioneer  stage  has  passed,  that  "cjuantity 
production"  has  been  achieved.  The  passing  of  the  pioneer  stage  ap- 
pears to  have  begun  before  the  close  of  the  second  decade  of  the 
present  century.  It  has  not  seemed  inappropriate,  therefore,  to  choose 
1918  as  the  beginning  of  the  period  for  which  educational  research 
activities  are  described  in  this  bulletin.  However,  the  immediate 
motive  for  choosing  this  date  is  that  the  Bureau  of  Educational  Re- 
search at  the  University  of  Illinois  was  established  by  action  of  the 
Board  of  Trustees  on  June  1,  1918,  and  work  was  begun  on  the  eighth 
day  of  the  following  month. 

Furthermore,  a  number  of  events  centering  about  1918  indicate 
that  a  new  period  of  educational  research  began  about  that  time.  The 
psychological  testing  of  army  recruits  was  begun  during  1917  and  be- 
came fully  established  the  following  year.  This  event  is  especially 
significant  because  it  was  the  first  extensive  measurement  of  intelli- 
gence by  means  of  group  tests.  It  also  tended  to  create  a  popular 
interest  in  the  measurement  of  intelligence.  A  number  of  the  examin- 
ers were  from  the  faculties  of  teacher-training  institutions,  and  their 
army  experience  made  most  of  them  enthusiastic  advocates  of  the  use 
of  intelligence  tests  in  our  schools.  The  Iowa  Child  Welfare  Research 
Station  was  authorized  by  the  Iowa  General  Assembly  in  1917.  The 
Commonwealth  Fund  from  which  numerous  subventions  for  educa- 
tional research  have  been  made  was  established  in  1918.  The  Ameri- 
can Council  on  Education  was  organized  during  the  same  year.  Several 
books  published  about  this  time  stimulated  interest  in  educational 
research  and  facilitated  the  offering  of  courses  in  this  field  by  teacher- 
training  institutions.  The  fcjllowing  seem  to  have  been  especially  in- 
iluential :  Rugg — Statistical  Methods  Applied  to  Education,  1917; 
Monroe,  DeVoss,  and  Kelly — Educational  Tests  and  Measurements, 
1917;  Bobbin— Tlie  Curricidiwi,  1918;  Monrot— Measuring  the  Re- 
sults of  Teaching,  1919;  Alexander — School  Statistics  and  Publicity, 
1919;  Terman — The  Intelligence  of  School  Children,  1919.  Finally, 
Part  11  of  the  Seventeenth  Yearbook  of  the  National  Society  for  the 
Study  of  Education,  published  in  1918.  was  prepared  by  a  committee 
of  the  National  Association  of  Directors  of  Educational  Research.^ 

The  action  of  the  Board  of  Trustees  establishing  the  Bureau  of 
Educational   Research   at   the   University  of    Illinois   provided   for   a 


*This  yearbook  contains  Thorndike's  famous  statement:     "Whatever  exists  at  all  exists 
in  some  amount."      (p.    16.) 


744134 


Director  and  a  budget  of  $9,000  in  addition  to  his  salary.  B.  R. 
Buckingham  took  up  his  duties  as  the  first  Director  of  the  Bureau  on 
July  8,  1918.  The  position  of  Assistant  Director,  created  January  15, 
1919,  was  temporarily  filled  by  Charles  E.  HoUey.  The  present  Direc- 
tor served  as  Assistant  Director  from  September  1,  1919,  to  September 
1,  1921,  when,  upon  resignation  of  the  first  Director,  he  was  promoted 
to  that  position.  During  the  year  1918-19,  a  Library  Division  was 
developed  for  the  purposes  of  (1)  "cataloging"  publications  received, 
(2)  rendering  bibliographical  service  in  response  to  inquiries,  and  (3) 
developing  a  school  textbook  library.  The  budget  for  1920-21  pro- 
vided for  two  Assistants,  two  Library  Assistants,  and  five  Stenog- 
raphers, in  addition  to  a  Director  and  Assistant  Director.  The  appro- 
priation for  Expense  and  Equipment  was  $6,400.  The  corresponding 
appropriation  for  1927-28  was  $7,600. 

The  recommendation  providing  for  the  establishment  of '  the 
Bureau  of  Educational  Research  described  its  activities  as  follows : 
"investigating  the  problems  of  teaching  and  school  administration, 
collecting  information  concerning  the  best  educational  practices  of 
this  and  other  countries,  and  placing  the  results  obtained  before  the 
schools  of  the  state."  This  statement  is  general,  and  those  in  charge 
of  the  Bureau  have  faced  the  problem  of  determining  the  details  of  its 
activities.  In  1918,  the  activities  of  similar  organizations  at  other 
institutions  centered  largely  about  the  distribution  of  educational  tests, 
the  tabulation  of  scores  reported  by  users  of  the  tests,  and  the  dis- 
semination of  information  about  tests.  It  was  therefore  natural  that 
the  Bureau  at  Illinois  should  engage  in  these  activities.  A  beginning 
was  made  during  the  first  year,  but  the  labors  incident  to  organizing  a 
new  department,  together  with  other  handicaps  operating  during  the 
scholastic  year  of  1918-19,  tended  to  restrict  the  development  of  this 
phase  of  the  work.  The  activities  relating  to  educational  tests  de- 
veloped rapidly  during  the  year  of  1919-20,  and  soon  after  the  opening 
of  school  in  September,  1920,  it  became  apparent  that  the  publication 
and  distribution  of  educational  tests  had  become  a  commercial  enter- 
prise and  were  interfering  with  research  activities.  Accordingly,  this 
phase  of  the  Bureau  activities  was  discontinued  in  December,  1920. 

During  the  year  of  1918-19,  several  projects  were  initiated,  of 
which  the  planning  for  the  Journal  of  Educational  Research  was 
doubtless  the  most  significant.  Although  this  journal  was  published  by 
the  Public  School  Publishing  Company  of  Bloomington,  Illinois,  the 
editorial  activities  were  carried  on  as  a  bureau  project  until  September, 
1921.     The  Announcement  of  the    Bureau    of    Educational    Research 


issued  September  30,  1918,  included  the  proposal  of  four  topics  for 
study : 

1.  Promotions  and  non-promotions 

2.  The  relation  of  instruction  in  reading  to  the  development 

of  reading  ability 

3.  The  construction  of  a  scale  and  of  standards  for  concrete 

arithmetical  problems 

4.  ^lodifications  of  the  course  of  study  due  to  the  war- 
According  to  the  First  Annual  Report,  published  October  27,  1919, 

studies  relating  to  the  first  three  of  these  topics  were  undertaken. 
The  activities  of  1918-19  also  included  the  initiation  of  several  test- 
construction  projects  and  of  studies  relating  to  the  following  topics : 

1.  Memor}-  work  in  the  grades 

2.  Evaluation  of  intelligence  tests 

3.  Type  lessons 

4.  Titles  of  graduate  theses  in  education 

Two  studies  of  promotion  and  an  investigation  of  the  rate  of 
silent  reading  were  reported  briefly  in  the  First  Annual  Report.^  The 
studies  of  "memory  work  in  the  grades"  and  of  "intelligence  tests" 
were  reported  as  the  third  and  fourth  bulletins  of  the  Bureau  of 
Educational  Research.*  The  titles  of  graduate  theses  in  education  for 
the  period  January,  1917,  to  June,  1919,  were  published  in  mimeo- 
graphed form. 

The  First  Annual  Report  listed  fourteen  "proposed  projects"  for 

1919-20: 

Standardization  of  educational  tests 

Collection  of  information  about  the  usefulness  of  tests 

Derivation  of  new  test  material 

Degree  of  equivalence  of  the  different  forms  of  Monroe's 

Silent  Reading  Test 

Analysis  of  arithmetical  abilities  and  study  of  pupils'  errors 

Determination  of  validity  and  reliability  of  educational  tests 

Efficiency  of  the  departmental  teaching  of  mathematics 

The  amount  of  time  spent  on  topics  in  arithmetic 

The  supply  of  trained  teachers  and  the  demand  for  them 

Supplementary  study  of  memory  work 

The  selection  of  textbooks 

'Buckingham,  B.  R.  "Bureau  of  Educational  Research  Announcement,  1918-19," 
University  of  Illinois  Bulletin,  Vol.  16,  No.  5,  Bureau  of  Educational  Research  Bulletin  No.  1. 
Urbana:     University  of  Illinois,    1918,   p.   22. 

'"First  Annual  Report,  Bureau  of  Educational  Research,  College  of  Education, 
Announcement,  1919-20,"  University  of  Illinois  Bulletin,  Vol.  17,  Xo.  9,  Bureau  of  Educa- 
tional Research   Bulletin   Xo.   2.     Urbana:      University  of   Illinois,    1919,  p.    13-20. 

'Bamesberger,  V.  C.  "Standard  Requirements  for  Memorizing  Literary  Material," 
Universit\  of  Illinois  Bulletin,  Vol.  17,  Xo.  26,  Bureau  of  Educational  Research  Bulletin, 
Xo.   3.      Urbana:      University  of  Illinois,    1920.      93   p. 

Holley,  C.  E.  "Mental  Tests  for  School  Use,"  University  of  Illinois  Bulletin,  Vol.  17, 
Xo.  28,  Bureau  of  Educational  Research  Bulletin,  Xo.  4.  Urbana:  University  of  Illinois, 
1920.     91   p. 


Project 

I. 

Project 

II. 

Project 

III. 

Project 

IV. 

Project 

\'. 

Project 

VI. 

Project 

VII. 

Project 

VIII. 

Project 

IX. 

Project 

X. 

Project 

XI. 

Project     XII.     The  extension  of  Monroe's  Silent  Reading  Test  III  for  use 

with  college  students 
Project  XIII.     Superintendents'  conference 
Project  XIV.     The  Journal  of  Educational  Research 

Projects  I  and  IV  eventuated  in  the  publication  of  Bulletin  Xo.  5,' 
and  Project  VI,  in  Bulletin  No.  S.*^  Late  in  the  scholastic  year  of 
1919-20,  the  derivation  of  the  Illinois  Examination  was  undertaken. 
This  work  was  reported  as  Bulletin  No.  6J  The  results  of  Project  X 
were  published  as  Bulletin  No.  3.^  Project  XII  was  carried  on  by 
C.  W.  Stone,  acting  professor  of  educational  psychology  during  the 
first  semester  of  1919-20. 

Resignation  of  the  first  Director  in  the  summer  of  1921  was  ac- 
companied by  the  removal  of  both  the  Journal  of  Educational  Research 
and  his  personal  collection  of  educational  periodicals  and  other  printed 
materials,  which  had  constituted  a  large  portion  of  the  library  of  the 
Bureau  of  Educational  Research.  These  changes,  together  with  the 
discontinuance  of  the  publication  and  distribution  of  educational  tests 
in  December,  1920,  and  the  resignation  of  certain  other  members  of 
the  stafif,  led  to  a  redefinition  of  purposes.  The  •  Library  Division 
was  abolished,  and  the  plan  of  cataloging  which  was  proving  imprac- 
tical was  discarded.  During  the  year  1921-22,  a  new  plan  of  cataloging 
was  worked  out,  and  the  remnants  of  our  collection  of  publications 
were  recataloged.  This  new  plan  is  still  being  followed  in  handling  the 
publications  received  by  the  Bureau.  This  work  constitutes  one  of  the 
major  activities,  and  the  bibliographical  file  has  proved  to  be  a  valuable 
research  instrument.  The  collecting  of  the  titles  of  graduate  theses 
in  education  has  been  continued  and  classified  lists  have  been  pub- 
lished for  the  following  periods  : 

First  Compilation — January,  1917-June,  1919 
Second  Compilation — January  1,  1919-August  31,  1920 
Third  Compilation — September  1,  1920-January  1,   1922 
Fourth  Compilation — January  1,  1922-November  1,  1923 
Fifth  Compilation— November  1,  1923-October  15,  1925 
Sixth  Compilation— October  15,  1925-October  15,  1927 

Throughout  its  existence,  the  Bureau  has  always  stood  ready  to 
render  direct  services  to  the  public  schools  of  the  state.  Although  it 
has  been  possible  to  do  much  of  this  work  by  correspondence,  mem- 


^Monroe,  W.  S.  "Report  of  Division  of  Eilucational  Tests  for  '19-20,"  Uuifcrsity  of 
Illinois  Bulletin.  Vol.  18,  No.  21,  Bureau  of  Educational  Research  Bulletin,  No.  5.  Urbana: 
University  of  Illinois,   1921.     64  p. 

^Monroe,  W.  S.  "A  Critical  Study  of  Certain  Silent  Reading  Tests,"  University  of 
Illinois  Bulletin,  Vol.  19,  No.  22,  Bureau  of  Educational  Research  Bulletin,  No.  8.  Urbana: 
University  of  Illinois,   1922.     52  p. 

'Monroe,  W.  S.  "The  Illinois  Examination,"  University  of  Illinois  Bulletin,  Vol.  19, 
No.  9,  Bureau  of  Educational  Research  Bulletin,  No.  6.  Urbana:  University  of  Illinois, 
1921.     70  p. 

*Bamesberger,  V.  C.  "Standard  Requirements  for  Memorizing  Literary  Material," 
Universitv  of  Illinois  Bulletin,  Vol.  17,  No.  26,  Bureau  of  Educational  Research  Bulletin, 
No.  3.     Urbana:     University  of  Illinois,   1920.     93  p. 


bers  of  the  staff  ha\e  made  trips  from  time  to  time  to  confer  witli 
boards  of  education,  superintendents,  and  others ;  to  speak  at  teachers' 
meetings ;  and  to  conduct  investigations,  such  as  school  surveys. 
Among  such  investigations,  the  most  extensive  was  a  testing  program, 
carried  out  during  1920-21  in  response  to  requests  by  the  county 
superintendents  of  the  state,  which  resulted  in  the  construction  and 
standardization  of  the  Illinois  Examination. 

Practically  all  of  the  major  activities  of  the  Bureau  of  Edu- 
cational Research  since  the  beginning  of  the  present  administration  in 
September,  1921,  have  culminated  in  printed  publications,  of  which  a 
complete  list  appears  as  Appendix  B,  page  139.  ^lembers  of  the  staff' 
of  the  Bureau  have  contributed  also  a  considerable  number  of  articles 
to  educational  periodicals  and  other  publications.  Some  of  these  em- 
body the  results  of  minor  activities  carried  on  by  the  Bureau  ;  others 
have  no  direct  connection  with  the  work  of  the  Bureau.  An  exami- 
nation of  Appendix  B  will  reveal  three  types  of  publications:  (1) 
studies  contributing  to  an  evaluation,  organization  and  summarization 
of  educational  writings,  particularly  reports  of  research,^  (2)  writings 
of  a  more  or  less  textbook  nature  intended  to  inform  or  instruct, ^°  and 
(3)  reports  of  original  research. ^^  However,  it  must  not  be  thought 
that  these  lines  of  distinction  have  been  held  to  rigidly.  In  most  pub- 
lications there  is  some  evaluation  and  summarization  of  other  writings, 
and  publications  of  the  first  type  often  assume  something  of  an  author- 
itative, textbook  character.  The  following  description  will  give  a 
somewhat  clearer  idea  of  these  three  types. 

"A  Bibliography  of  Bibliographies"  (Bulletin  Xo.  36)  and  '"Prin- 
ciples Relating  to  the  Engendering  of  Specific  Habits"  (Circular  Xo. 
36)  are  illustrative  of  the  first  type  of  publication.  In  the  former, 
Monroe  and  Asher  brought  together  231  bibliographies.  The  following 
information  was  given  for  each :  period  covered,  types  of  sources, 
degree  of  completeness,  annotations,  and  scope.  An  anah-tical  index 
was  also  provided.  In  Circular  X^o.  36,  Reagan  presented  twenty-five 
principles  which  he  ""derived  from  general  psychological  principles, 
educational  theory,  and  the  reports  of  certain  investigations."  A 
bibliography  of  the  more  important  books  relating  to  the  subject  was 
included. 


»See  Bulletins  16,  26,  29,  36,  and  Circulars  14,  17,  20,  22,  23,  24,  25,  27,  35,  36,  37, 
40,  41,  42,  43,  45,  46. 

^"See  Bulletins  15,  25,  32,  38,  39,  40,  and  Circulars  13,  IS,  18,  26,  28,  29,  30,  31,  32, 
33,   34,  38,  39,  44,  47,  48,  49. 

"See  Bulletins  2,  3,  4,  5,  6,  7,  8,  9,  10,  11,  12,  13,  14,  17,  18,  19,  20,  21,  22,  23,  24, 
27,  28,  30.  31,  33,  34,  35,  37,  41,  and  Circulars  16,   19. 

Bulletin  1  and  Circulars  12  and  21  do  not  appear  in  any  one  of  these  three  lists  be- 
cause they  are  announcements  that  do  not  contain  reports  of  research.  Circulars  1  to  11 
also  do  not   appear.     These  were  issued   only   in   mimeographed   form. 


"Reporting  Educational  Research"  (Bulletin  No.  25)  and  "Ob- 
jective Measurement  of  Information"  (Circular  No.  44)  are  illustrative 
of  publications  of  a  more  or  less  textbook  nature.  In  the  former, 
Monroe  and  Johnston  set  forth  "criteria  for  judging  educational  writ- 
ings," gave  "illustrations  of  certain  details  of  form,"  and  described 
the  "process  of  writing  a  report"  and  the  "preparation  of  manuscript 
for  printer."  In  Circular  No.  44,  Odell  described  the  uses,  limitations, 
and  ways  of  constructing  new-type  tests.  In  addition  to  a  general 
discussion  of  the  subject,  he  gave  examples  of  thirty-seven  varieties 
of  "objective  or  near-objective  exercises,"  with  a  brief  discussion  of 
each. 

"The  Teachers'  Responsibility  for  Devising  Learning  Exercises  in 
Arithmetic"  (Bulletin  No.  31)  and  "Are  College  Students  a  Select 
Group?"  (Bulletin  No.  34)  are  illustrative  of  original  investigations. 
In  the  former,  Monroe  and  Clark  set  out  to  answer  two  basic  ques- 
tions:  "(1)  the  nature  and  extent  of  the  learning  exercises  provided 
by  texts  in  arithmetic  and  (2)  the  responsibility  of  the  teacher  for 
supplementing  a  text  in  this  respect."  This  task  involved  making 
analyses  of  :  "the  immediate  objectives  of  arithmetic,"  "the  process  of 
learning  and  teaching,"  "the  learning  exercises  of  arithmetic,"  and  "the 
learning  exercises  provided  by  texts  in  arithmetic."  As  a  part  of  this 
last,  the  problem  content  of  the  second  and  third  books  of  ten  three- 
book  series  of  arithmetics  was  analyzed.  The  extent  to  which  333 
problem  types  appeared  in  these  books  was  discovered.  In  Bulletin  No. 
34,  Odell  reported  the  results  of  giving  intelligence  tests  to  several 
thousand  high-school  seniors  who  later  graduated.  The  first-year 
records  of  most  of  those  who  entered  college  were  ascertained.  From 
these  data,  a  partial  and  tentative  answer  was  given  to  the  question 
used  as  a  title  for  the  bulletin. 

During  the  first  three  years  of  the  Bureau's  existence,  the 
writing  of  letters  was  a  very  prominent  activity,  but  beginning  with  the 
academic  year  of  1921-22,  the  annual  volume  of  correspondence  has 
been  less  than  one-third  of  that  for  the  second  and  third  years. ^^°  It  is 
obvious  that  the  discontinuance  of  the  publication  and  distribution  of 
educational  tests  and  the  removal  of  the  Journal  of  Educational  Re- 
search account  for  a  portion  of  the  decrease  in  this  activity,  but  there 
has  been  a  conscious  efifort  on  the  part  of  the  present  administration  to 
curtail  correspondence  in  order  to  allow  more  time  for  research.  The 
efifect  of  this  policy  is  apparent  in  the  third  column  of  the  table.  Be- 
ginning with  1922-23,  the  publications  of  "reports  of  research  and  other 


''"Sec   Appendix   A   for  a  tabular   summary  of  the   number   of   letters  written    and   the 
number   of  pages  of  publications  issued   during  the   past   ten  years. 


scholarly  writings  by  members  of  the  staff"  have  averaged  340  pages 
per  year. 

The  foregoing  description  of  the  activities  of  the  Bureau  of  Edu- 
cational Research  during  the  first  ten  years  of  its  existence^-  is  indica- 
tive of  the  general  status  of  educational  research  during  the  period. 
As  is  made  clear  in  Chapter  I,  we  have  not  clearly  understood  what 
educational  research  is  or  should  be.  The  function  of  a  department  of 
educational  research  in  a  college  of  education  has  been  even  less  clearly 
defined.  It  has  been  necessary  for  us  to  feel  our  way  somewhat  cau- 
tiously, and  the  changes  in  policy  represent  the  recognition  of  needs 
for  service.  Under  the  present  administration  the  research  activities 
have  varied  widely.  This  policy  was  adopted  intentionally,  for  it  was 
believed  that  in  this  way  we  could  appeal  to  a  larger  audience.  Al- 
though we  have  carried  on  a  number  of  studies  in  which  objective 
methods  were  employed,  a  large  portion  of  our  resources  have  been 
devoted  to  research  of  the  philosophical  type.  Studies  of  this  character, 
together  with  those  having  to  do  with  techniques  of  research,  are  in- 
dicative of  a  significant  phase  of  our  present  policy. 

The  preparation  of  this  bulletin  has  been  a  '"family  affair."  For 
the  most  part,  the  contributions  of  the  several  members  of  the  statr 
of  the  Bureau  of  Educational  Research  have  been  intermingled  to 
such  an  extent  that  specific  credit  for  authorship  cannot  readily  be 
given.  However,  three  major  contributions  should  be  mentioned.  Dr. 
Odell  has  been  chiefly  responsible  for  the  chapter  on  educational 
measurements,  and  Mr.  Herriott  for  the  one  on  curriculum  construc- 
tion. Dr.  Odell  and  Mr.  Engelhart,  assisted  by  Mrs.  Kinison,^^  have 
done  most  of  the  work  on  the  list  of  reports  of  educational  research 
and  related  materials  and  on  the  Topical  Index.  The  entire  manuscript 
has  been  edited  by  Miss  Hull  who  has  also  made  several  minor  con- 
tributions. ]\Iention  should  also  be  made  of  the  members  of  the  steno- 
graphic staff  of  the  Bureau,  especially  of  Miss  Helen  Putnam,  who 
have  rendered  various  services  in  addition  to  typing  the  manuscript. 

W'alter  S.  Monroe, 

Director. 


'^See  p.    61-62,    138,    139   f.    for  additional   information. 

"Although  not  a  member  of  the  staff,   Mrs.   Charles  R.   Kinison  has  been  employed  as 
a  full-time  clerk  from  1926  to   1928. 


TABLE  OF  CONTENTS 

PAGE 
P'OREWORD 3 


PART  I 

Chapter  I.  Introduction 15 

Chapter  II.  Educational  Research  Bep^ore  1918:  The  Pio- 
neer Period       ....            30 

Chapter  III.  A  General  Survey  of  the  Period  1918-27      .  46 

Chapter  IV.  Research  in  Educational  Measurements      .  88 

Chapter  V.  Curriculum  Research 116 

Appendix  A.  Tabular  Summary  of  Activities  of  the 
Bureau  of  Educational  Research  at  the  Univer- 
sity of  Illinois,  1918-27 138 

Appendix  B.  List  of  Printed  Publications  of  the  Bureau 
of  Educational  Research  at  the  University  of 
Illinois,  July  8,  1918,  to  June  30,  1928      ....      139 

PART  II 

Chapter  I.  Introduction 147 

Chapter  II.  Reports  of  Educational  Research  and  Re- 
lated Materials 153 

Chapter  III.  Topical  Index  to  the  Reports  of  Education- 
al Research  and  Related  Materials        ....     326 

Chapter  IV.  List  of  Doctors  of  Philosophy  in  Education 

BY  Institutions 350 

Index  to  Part  I 363 


LIST  OF  TABLES 

PAGE 

Table  L  Number  of  Doctors'  Theses  in  Education,  1918- 

27 47 

Table  IA.  Numbers  of  Theses,  Other  Reports  and  Totals 

Included,  by  Years 48 

Table  II.  Use  of  the  Coefficient  of  Correlation  with  the 
Probable  Error  in  the  Journal  of  Educational  Psy- 
chology, 1910-27 55 

Table  III.  Frequencies  by  Years  of  Bibliographies  in  "A 

Bibliography  of  Bibliographies" 79 

Table  IV.  Vocabulary  Studies  in  the  United  States  Prior 

TO  1918 118 


TEN  YEARS  OF  EDUCATIONAL 
RESEARCH,  1918-1927 


PARTI 


CHAPTER  I 
INTRODUCTION 
What  is  educational  research?  Although  the  term  "educational 
research"  is  widely  used,  an  authoritative  definition  is  wanting.  Our 
educational  literature  contains  a  number  of  descriptive  statements,  but 
for  the  most  part  they  cannot  be  used  as  criteria  for  identifying  educa- 
tional research.  Furthermore,  obvious  differences  of  opinion  in  regard 
to  what  constitutes  educational  research  are  reflected  in  these  state- 
ments.    The  situation  is  illustrated  by  the  following  quotations. 

"Research  may  be  defined  narrowly  or  broadly.  Its  essence  is  careful  first- 
hand inquiry  directed  to  the  discover)-  of  facts."^ 

'■Research  aims  to  discover  truth ;  it  is  not  satisfied  with  a  priori  reasoning, 
nor  with  subjective  judgments,  nor  with  mere  speculation  based  upon  insecure 
and  unproved  data."' 

"All  sustained,  systematic  investigation  or  inquiry  which  seeks  facts  or 
their  application  is,  then,  research.  Although  investigations  and  inquiries  con- 
cerning educational  procedure  are  largely  inductive,  reflective  studies  that  result 
in  new  applications  of  established  principles  may  be  included  under  the  term 
educational  research.  Any  testing  of  educational  beliefs  or  theories  by  their 
consistency  with  ascertainable  facts  is  research.'"' 

"This,  then,  is  the  essence  of  research.  It  is  a  method  that  takes  nothing 
for  granted,  that  subjects  ever%-  fact,  every  step  to  careful  scrutiny  before  its 
acceptance,  and  absolutely  rejects  any  substitute  for  the  best  fact,  the  best 
data  obtainable.  It  keeps  an  open  mind;  it  is  free  from  prejudice;  it  culti- 
vates the  habit  of  suspended  judgment,  and  accepts  an\-  conclusion  merely  as 
tentative,  valid  only  so  long  as  it  bears  the  test  of  trial."* 

"Research  in  educational  administration  seeks  to  discover,  in  the  light  of 
the  purposes  of  education  commonly  acknowledged,  the  most  etiicient  pro- 
cedures in  the  organization,  supervision,  financing,  and  evaluation  of  the  pro- 
gram of  educational  service.  It  results  in  the  statement  of  principles  or  the 
description  of  procedures  essential  to  the  development  of  an  efficient  adminis- 
tration of  schools. 

"The  research  worker  in  this  field  employs  the  methods  common  to  all 
fields  of  scientific  inquiry".  He  arrives  at  the  solution  of  his  problems  through 
reflective  thinking.  In  some  of  the  steps  in  his  thinking  he  is  assisted  by  more 
or  less  elaborate  techniques.  In  others  he  relies  solely  upon  the  methods 
employed  in  everj'day  experience.  In  any  case  he  inquires  concerning  the 
validity  of  any  procedure  which  he  proposes  to  use,  accepting  nothing  soleh' 
upon  the  sanction  of  tradition  or  current  practice.  He  tests  the  results  obtained 
to  determine  whether  they  are  consistent  with  all  of  the  facts  pertinent  to  the 
administrative  procedure  or  principle  under  investigation.  He  favors  objec- 
tive measures  and  is  satisfied  with  nothing  less  than  competent  CN-idence."" 


^Briggs,  T.  H.  "Needed  Research  in  Secondary  Education,"  Fifteenth  Yearbook  of 
the  Xational  Society  of  College  Teachers  of  Education.  Chicaeo:  University  of  Chicago 
Press,    1926,   p.   67. 

*Jones,  A.  J.,  (Chairman).  "An  Outline  of  Methods  of  Research  with  Suggestions 
for  High  School  Principals  and  Teachers,"  U.  S.  Bureau  of  Education  Bulletin,  1926, 
No.  24.     Washington:     Government  Printing  Office,   1927,  p.   1. 

^Ibid.,   p.   5. 

*Ibid.,  p.  8. 

'Alexander,  Carter.  Educational  Research.  Suggestions  and  Sources  of  Data  with 
Specific  Reference  to  Administration.  New  York:  Bureau  of  Publications,  Teachers  College, 
Columbia  University,   1927,  p.   1. 


16  Bulletin  No.  42 

Writings  labeled  educational  research.  Additional  evidence  of 
the  vagueness  of  the  meaning  associated  with  the  term  is  furnished 
by  the  titles  of  writings  labeled  educational  research.  The  theses  ac- 
cepted in  partial  fulfillment  of  the  requirements  for  the  degree  of 
doctor  of  philosophy  in  education  constitute  a  large  group  of  such 
writings.*'  The  titles  of  the  doctors'  theses  for  degrees  granted  during 
the  ten-year  period  1918-27  are  marked  with  an  asterisk  (*)  in  the 
list  of  reports  of  educational  research  given  in  Part  II.  A  few  of  the 
titles  are  reproduced  here  to  indicate  the  general  nature  of  this  group 
of  writings. 

Shuck,  M.  E.     The  History  and  Development  of  Teachers  Agencies. 
Andress,  J.  M.  Herder  as  an  Educator. 

Neumann,  G.  B.  A  Study  of  International  Attitudes  of  High  School  Students. 
BuswELL,  G.  T.  An  Experimental  Study  of  the  Eye- Voice  Span  in  Reading. 
Jarrett,  R.  J.     Status  of  Courses  in  Psychology  in  State  Teachers  Colleges  in 

the  United  States. 
Garlin,  R.   E.     a   Study  of   Educational   Publicity  in  Texas   Newspapers. 
Slater,  C.  P.     Fundamental  Principles  for  Purchasing  Agents  of  Universities. 
Hunter,  F.  M.     Teacher  Tenure  Legislation  in  the  United  States. 
Bane,  C.  L.     The  Lecture  vs.  the  Class-Discussion  Method  of  College  Teaching. 
Masso,  G.    Education  in  Utopias. 
Rice,  G.   A.     A  Constructive  Criticism  of  the  Theory  Underlying  Educational 

Authority. 
Anderson,  W.   N.     The  Determination  of  a   Spelling  Vocabulary  Based  Upon 

Written  Correspondence. 
Small,  C.  R.     Aims  and  Methods  of  Civic  Education  in  the  Common  Schools. 
Gambrill,  B.  L.     College  Achievement  and  Vocational   Efficiency. 
Curoe,  P.   R.   V.     Educational   Attitudes   and   Policies   of   Organized   Labor   in 

the  United  States. 
Osburn,  W.  J.     Foreign  Criticism  of  American  Education. 

The  National  Committee  on  Research  in  Secondary  Schools  has 

published  a  "Bibliography  of  Secondary  Education  Research,  1920-25."^ 

The  general  character  of  the  writings  listed  is  illustrated  here  by  the 

first  reference  appearing  on  pages  5,  10,  15,  etc.*  of  the  Bibliography. 

Miller,  W.  S.  The  administrative  use  of  intelligence  tests  in  the  high  school. 
Tvi'entj'-first  yearbook  of  the  national  society  for  the  study  of  education, 
1922,  p.  189-222. 

Meadows,  T.  B.  The  status  of  agricultural  projects  in  the  South.  George 
Peabody  college  for  teachers.    Contributions  to  education  no.  13.     1924. 

Thorndike,  E.  L.  The  effect  of  first-year  Latin  upon  the  knowledge  of 
English  words  of  Latin  derivation.  School  and  society,  18  :260-70,  Septem- 
ber 1,  1923. 


*There  is  undoubtedly  a  general  understanding  in  graduate  departments  of  education 
that  the  thesis  for  the  doctorate  is  to  be  a  product  of  educational  research.  The  fact  that  a 
critical  examination  of  certain  theses  may  lead  to  the  conviction  that  the  label  "educational 
research"  Is  not  merited  does  not  prove  that  the  department  accepting  the  thesis  did  not 
consider  it  to  be  the   result  of  educational   research. 

'Windes,  E.  E.  and  Greenleat,  W.  J.  "Bibliography  of  Secondary  Education  Research, 
1920-25,"   U.  S.  Bureau  of  H  due  at  ion   Bu'Jctin,    1926,  No.  2.     Washington,   1926.     95  p. 

*The    forms   appearing   in   the    Bibliography   have  been   retained. 


Ten  Years  of  Educational  Research,  1918-1927  17 

Mathematical  association  of  America.  National  committee  on  mathematical 
requirements.  The  reorganization  of  mathematics  in  secondary  education. 
A  summary  of  the  report  .  .  .  Washington,  Government  printing 
office,  1921.     IZ  p.     (U.  S.  Bureau  of  education.     Bulletin,  1921,  no.  Z2.) 

D.wvsoN,  Edg.\r.  The  social  studies  in  civic  education.  In  Biennial  sur\-ey  of 
education,  1920-22.  Washington,  D.  C,  Government  printing  office,  1924. 
vol.  1,  p.  403-18.     (U.  S.  Bureau  of  education.     Bulletin,  1924,  no.  13.) 

Allen,  C.  F.  OutHnes  in  extra-curricula  activities.  Little  Rock,  Ark.,  High- 
school  print  shop,  May,  1924. 

May,  M.  a.  Predicting  academic  success.  Tournal  of  educational  psjxholog^-, 
14:429-40,  October,   1923. 

Hood,  W.  R.  State  laws  relating  to  education,  enacted  in  1920  and  1921. 
Washington,  D.  C,  Government  printing  office,  1922.  (U.  S.  Bureau  of 
education.     Bulletin,  1922,  no.  20.) 

Factors  predetermining  success  in  tvpewriting.  Public  school  messenger  (St. 
Louis,  Mo.),  21:20.     May,  1924'. 

Thorndike,  E.  L.,  and  Bregman,  E.  O.  On  the  form  of  distribution  of  in- 
tellect in  the  ninth  grade.  Journal  of  educational  research,  10 :271-78, 
November,  1924. 

P.\RS0NS,  R.  B.  a  study  of  current  practice  as  to  parent-teacher  associations. 
School  review,  29:688-94,  November,  1921. 

Pr.-\tt,  O.  C.  Status  of  the  junior  high  school  in  larger  cities.  School  review, 
30:663-70,  November,  1922. 

United  States.  Bureau  of  Education.  Statistics  of  public  high  schools,  1921-22. 
Washington,  D.  C,  Government  printing  office,  1922.  (Bulletin,  1924, 
no.  7.) 

Bonner,  H.  R.  Salary  outlook  for  high-school  teachers.  School  review, 
30  :414-23,  June,  1922. 

Briggs,  T.  H.  Prognosis  tests  of  abilit\'  to  learn  foreign  languages.  Journal  of 
educational  research,  6  :386-93,  December,  1922. 

Pressey,  S.  L.,  and  Pressey,  L.  W.  The  relative  value  of  rate  and  compre- 
hension scores  in  Monroe's  silent  reading  test,  as  measures  of  reading 
ability.     School  and  society,   11:747-49,  June  19,  1920. 

In  the  Biennial  Survey  of  Education  for  1920-22,  a  section  on 

educational    research    prepared   by    Bird   T.    Baldwin   was    included. 

Among  the  "principal  contributions"  listed  in  this  section,  such  titles  as 

the  following  appear  :^ 

Carter,  Alexander,  and  Theisen,  W.  W.  Publicit\-  campaigns  for  school  sup- 
port.    New  York,  World  Book  Co..  1921.     164'  p. 

(Editorial.)  Recognizing  individual  differences.  Elementary  School  Tournal, 
21:164-166,  November,   1920. 

Lyman,  R.  L.  The  Ben  Blewett  junior  high  school  of  St.  Louis.  School 
Review,  28:26-40,  97-111,  1920. 

Philips,  H.  S.  Report  of  a  committee  on  junior  high  school.  Denver,  Colo. 
Elementary  School  Journal,  23:13-24,  September,  1922. 

St.ark,  W.  E.  Every  teacher's  problems.  New  York,  American  Book  Co.,  1922. 
368  p. 

Edwards,  A.  S.  The  fundamental  principles  of  learning  and  studv.  Balti- 
more, Warwick  and  York,  1920.    240  p. 

Leonard.  S.  A.  Essential  principles  of  teaching  reading  and  literature. 
Philadelphia,  J.  B.  Lippincott  Co.,  1922.    460  p. 


'The    forms   appearing   in   the   bibliography   have   been   retained. 


18  Bulletin  No.  42 

Simpson,  I.  J.     Silent  reading;  suggestions  for  testing  and  for  corrective  work. 

Baltimore,  State  Department  of  Education,  1922.    32  p. 
Wiley,  J.  A.     Practice  exercises  in  supervised  study  and  assimilative   reading. 

Cedar  Falls,  Iowa,  Iowa  State  Teachers'  College,  1922.     112  p. 
Horn,  Ernest,  and  Ashbaugh,  E.  J.     Lippincott's  Horn  and  Ashbaugh  speller. 

Philadelphia,  J.  B.  Lippincott  Co.,  1920.     102  p. 
Walters,  Raymond.     Statistics  of  registration  of  30  American  universities  for 

1920.     School  and  Society,  13:120-128,  January  29,  1921. 
Frami^on,  J.  R.     College  extension  departments  and  the  study  of  music.     Edu- 
cation, 41:192-198,  November,  1920. 
Snedden,   David.     Civic   education.     Yonkers-on-Hudson,   N.   Y.,   W'orld   Book 

Co.,  1922.     333  p. 
Williams,  J.  F.     Organization  and  administration  of  physical  education.     New 

York,  Macmillan  Co.,  1922.     325  p. 

In  a  number  of  teacher-training  institutions  and  colleges  of  educa- 
tion, state  departments  of  education,  and  city  school  systems,  an  ex- 
plicit organization  usually  called  a  "bureau"  has  been  created  for  the 
avowed  purpose  of  carrying  on  educational  research.  Examination  of 
the  activities  of  these  bureaus  as  indicated  by  their  publications  reveals 
that  they  vary  widely  in  type,  frequently  extending  beyond  the  limits 
commonly  assigned  to  educational  research.  In  many  cases  it  is  prob- 
able that  there  was  an  explicit  recognition  of  the  activity  as  being  out- 
side the  field  of  educational  research,  but  in  other  cases  it  is  apparent 
that  the  activity  was  considered  as  educational  research.  The  fol- 
lowing publications  are  labeled  as  research  and  appear  to  have  been 
considered  as  such.  However,  upon  examining  them,  one  finds  that 
they  are  essentially  only  compilations  of  information. 
"Facts  on   the   Public   School   Curriculum,"  Research  Bulletin   of  the  National 

Education   Association,   Vol.    1,    No.    5.      Washington:      Research    Division 

of  the  National  Education  Association,  1923,  p.  310-50. 
BiscHOFF,  Adele.     "False  Definition  Test  in  the  Seventh  and  Eighth  Grades," 

Bureau   of  Research   in   Education.     Berkelev :     University  of   California, 

1922,  p.  9-13. 
"Can  We  Afford  It?"    Research  Bulletin  of  the  National  Education  Associatio}i, 

Vol.    2,    No.    4.      Washington :     National    Education    Association,    1924,    p. 

122-134. 
Kramer,   G.   A.     "Improvement   in  the   Teaching  of   Reading,"   Bureau    of  Re- 

searcli  Monographs,   No.    1.     Baltimore:      Department   of  Education,   1926. 

129  p. 

A  general  definition  of  educational  research.  The  evidence  pre- 
sented in  the  preceding-  pages  makes  it  clear  that  the  meaning  as- 
sociated with  the  term  "educational  research"  is  vague.  Lack  of 
agreement  is  undoubtedly  due  to  the  ready  acceptance  of  the  phrase 
"educational  research"  without  a  systematic  attempt  to  define  it.  In 
fact,  many  persons  use  the  term  without  seeming  to  have  given  nuich 
if  any  consideration  to  its  meaning.  It  is  applied  as  a  label  to  several 
types   of   activity.      Even   writers   who  give  exi)licit   descriptions   of 


Tex  Years  of  Educational  Research,  1918  1927  19 

educational  research  do  not  appear  to  have  a  clear  and  comprehensive 
concept  of  it.  As  the  term  implies,  educational  research  is  but  a 
special  phase  of  research  in  general,  the  "process  of  conscious,  pre- 
meditated inquiry."  The  nature  of  research  has  been  described  by 
Frederic  A.  Ogg  in  the  recent  "Report  of  a  Survey  Conducted  for  the 
American  Council  of  Learned  Societies." 

There  is  no  need  of  laboring  over  a  definition  of  research.  The  term  obvi- 
ously excludes  (although  there  is  much  popular  confusion  on  the  point)  that 
which  is  only  search  by  one  man  for  what  another  already  knows,  or  the  mere 
rearranging  of  facts  and  materials.  But  the  name  is  worthily  bestowed  on  any 
investigative  effort — in  librar}',  laboratory,  field,  or  shop — which  has  for  its  ob- 
ject an  increase  of  the  sum  total  of  human  knowledge,  either  by  additions  to  the 
stock  of  actual  present  knowledge  or  by  the  discovery  of  new  bases  of  knowl- 
edge, which  for  the  research  worker,  and  ultimately  for  the  future  of  intellectual 
life,  is  of  course  far  the  more  important.  Research  may  or  may  not  come  to 
success ;  it  may  or  may  not  add  anything  to  what  is  already  known.  It  is  suffi- 
cient that  its  objective  be  new  knowledge,  or  at  least  a  new  mode  of  orientation 
of  knowledge." 

This  concept  may  be  condensed  into  the  statement  that  research 
is  the  process  of  conscious,  premeditated  inquiry  for  the  purpose  of 
making  additions  to  our  stock  of  present  knowledge  or  of  discovering 
new  bases  of  knowledge.  Such  inquiry,  for  such  purposes,  of  and  in 
itself  demands  that  it  be  carried  on  by  the  process  of  critical,  reflective 
thinking.  Hence,  a  description  of  the  process  of  critical,  reflective 
thinking  about  educational  questions  should  clarify  the  concept  of  ed- 
ucational research.  Each  of  the  steps  or  phases  of  this  process  con- 
stitutes a  requireiuent  to  be  met  if  the  work  is  to  qualify  in  a  critical 
sense  as  educational  research.  The  first  requirement  is  that  there  be 
a  problem  w^hich  is  defined  sufficiently  to  serve  as  a  guide  in  collecting 
data.  This  means  that  in  educational  research,  collecting  data  is  not 
merely  gathering  facts  or  other  information;  it  is  rather  collecting 
those  data  that  are  called  for  by  the  problem. 

The  second  requireinent  relates  to  the  data.  It  is  not  essential 
that  they  be  objective.  It  is  not  necessary  that  they  be  quantitative. 
They,  however,  should  be  adequate  for  the  problem  or  at  least  as 
nearly  so  as  reasonal^ile  effort  can  make  them.  Gross  inadequacy 
naturally  invalidates  the  results,  even  if  the  worker  has  been  in- 
telligent and  persistent  in  attempting  to  collect  the  needed  data.  In 
addition,  the  data  must  be  reasonably  accurate.  The  necessary  degree 
of  accuracy  varies.  Sometimes  relatively  large  errors  in  (luantitative 
data  do  not  destroy  their  usefulness.  In  other  cases,  a  much  higher 
degree  of  accuracy  is  required. 


'"Osg,    F.    A.      Research    in    the    HiDiianistii:   and    Social    Sciences.      New    York:      The 
Century  Company,   1928,   p.    13. 


20  Bulletin  No.  42 

An  equally  important  requirement  is  that  the  data  be  used  critic- 
ally. In  educational  research  we  seldom,  if  ever,  work  with  perfect 
data.  Hence,  it  is  imperative  that  the  worker  know  his  data  and  use 
them  with  full  recognition  of  any  limitations  that  may  exist. 

The  final  requirement  is  that  the  hypotheses  be  subjected  to 
critical  verification. 

Obviously,  the  application  of  these  criteria  in  classifying  educa- 
tional writings  cannot  be  objective.  It  is  likely  that  any  group  of 
competent  persons  who  accepted  these  criteria  would  differ  in  their 
classification  of  a  list  of  educational  writings ;  some  judges  would 
accept  certain  writings  as  research  that  others  would  doubtless  reject. 
Another  criticism  of  the  criteria  is  that  they  do  not  include  an  explicit 
basis  for  evaluating  routine  compilations  of  data,  such  as  the  enroll- 
ment and  attendance  statistics  of  a  city  school  system  or  of  a  state. 
Compilation  of  such  data  may  be  defended  as  educational  research  by 
pointing  out  that  a  clearly  defined  problem  preceded  their  collection, 
that  they  are  adequate  and  sufficiently  accurate,  that  they  have  been 
used  critically,  and  that  the  hypotheses  have  been  subjected  to  critical 
verification.  As  shown  on  pages  35-36,  some  authorities  are  inclined  to 
reject  such  activities  as  educational  research.  They  appear  to  add  the 
requirement  that  the  work  must  not  be  primarily  routine,  not  merely 
an  assembling  of  facts  alread}^  known  to  others  or  such  as  may  be 
collected  by  means  of  relatively  simple  or  elementary  procedures. 

Anothei"  weakness  of  the  four  criteria  derived  from  the  process 
of  reflective  thinking  is  that  there  is  no  specification  of  the  nature  ot 
the  problem.     A  question  may  be  simple  and  narrow  in  scope ;  for 

example,  "How  many  children  are  enrolled  in building?" 

In  answering  this  question,  one  might  employ  the  questionnaire 
method,  interview  the  teachers,  or  visit  the  rooms  and  secure  the 
needed  data  by  counting  the  children  or  examining  the  register.  The 
data  would  be  adequate,  valid,  and  reliable,  but  the  answering  of  the 
question  probably  would  not  be  classified  as  educational  research  by 
any  competent  authority.  The  question  is  too  simple  and  too  narrow, 
and  the  facts  too  patent.  The  procedures  employed  in  collecting  and 
.using  the  data  are  merely  clerical.  The  questions  answered  by  a  state 
educational  directory  are  equally  simple  but  broader  in  scope.  How- 
ever, the  compiling  of  a  state  educational  directory  does  not  qualify 
as  educational  research.  A  question  asking  for  the  average  size  of 
classes  in  a  large  high  school  or  the  medians  of  the  scores  resulting 
from  the  administration  of  a  battery  of  educational  tests  to  a  grovip  of 
pupils  is  slightly  more  complex.    A  still  higher  degree  of  complexity 


Ten  Years  of  Educational  Research,  19\8-IQ27  21 

is  attained  when  the  question  calls  for  the  calculation  of  a  coefificient 
of  correlation. 

How  complex  must  a  question  be  before  the  answering  of  it 
qualifies  as  educational  research  ?  No  definite  answer  can  be  given.  A 
general  requirement  is  that  the  question  require  real  reflective  thinking 
rather  than  mere  "gathering,  compiling,  and  distributing  statistical 
information." 

Four  views  of  educational  research.  With  the  concept  of  educa- 
tional research  set  forth  in  the  preceding  pages  as  a  basis,  the  several 
points  of  view  of  educational  writers  with  regard  to  what  constitutes 
educational  research  may  be  examined.  Some  writers  place  emphasis 
upon  the  purpose  of  research ;  others  upon  the  character  of  the 
process  and  the  means  employed  in  arriving  at  conclusions.  The  fol- 
lowing four  views  appear  to  include  the  more  prominent  interpreta- 
tions. 

1.  Educational  research  as  Iiigh-grade  accounting  and  publicity. 
Many  educators,  including  most  superintendents  and  principals,  appear 
to  think  of  educational  research  as  consisting  of  the  activities  of  col- 
lecting, organizing,  and  disseminating  information  about  schools.  Ac- 
cording to  this  point  of  view,  the  research  worker  is  primarily  a 
combination  of  a  high-grade  accountant  and  publicity  agent.  This 
concept  is  clearly  indicated  in  the  organization  and  activities  of  re- 
search departments  in  city  school  systems.  The  following  statement 
is  quoted  from  a  recent  announcement  of  the  Department  of  Research 
in  the  Denver  Public  Schools. 

The  department  of  research  will  take  care  of  both  instructional  and  ad- 
ministrative research.  In  instructional  research  the  present  comprehensive 
testing  program  will  be  continued.  The  major  portion  of  this  program  is  de- 
voted to  the  construction  and  giving  of  tests  based  on  new  curricula.  These 
tests  are  used  for  evaluating  the  courses  of  study  and  for  the  improvement  of 
teaching.  Another  function  of  the  testing  program  is  the  classification  of  pupils 
by  means  of  achievement  and  intelligence  tests.  An  important  phase  of  in- 
structional research  is  the  direction  and  supervision  of  investigations  of  educa- 
tional procedures,  of  which  a  large  number  are  being  carried  on  at  the  present 
time  in  the  Denver  public  schools. 

In  the  field  of  administrati\c  research  the  department  will  have  charge 
of  the  following : 

(1)  Budget  preparation  and  research. 

(2)  Building  program  research. 

(3)  Studies  of  administrative  functions. 

(4)  All  regular  statistical  reports. 
The  department  will  also  take  care  of  miscellaneous  assignments  such  as 

answering  questionnaires  and  inquiries  from  other  school  systems,  assist  in  the 
gathering  of  data  for  public  school  monographs,  edit  and  prepare  The  Denver 
Public  Schools  Bulletin,  and  the  like." 


""The   Department   of    Research   of   the    Denver   Public    Schools,"   School  and   Society, 
27:162-63,   February   11,    1928. 


22  Bulletin  No.  42 

Martens  says  :  "The  term  'educational  research'  is  a  vague  ex- 
pression that  must  often  bear  the  burden  of  almost  any  interpretation 
which  the  school  administrator  wishes  to  place  on  it."^^  A  reading  of 
the  study  by  Martens  makes  it  clear  that  this  writer  is  thinking  of 
educational  research  as  consisting  of  certain  functions  included  in  the 
administration  of  a  city  school  system. ^^  Courtis  and  Packer^*  also 
appear  to  think  of  educational  research  as  a  phase  of  school  adminis- 
tration. They  state  that  in  a  "fully  developed  school  system,  educa- 
tional research  will  be  carried  on  by  some  fourteen  departments  or 
divisions,  each  with  a  responsible  head  and  each  with  research  or 
clerical  assistants."  These  fourteen  departments  are  designated  as  ; 
(1)  sociological  research,  (2)  child  accounting,  (3)  organization  and 
administration,  (4)  buildings  and  grounds,  (5)  organization  and  ad- 
ministration, (6)  equipment  and  supplies,  (7)  "selection,  classification, 
assignment,  and  promotion  of  both  the  personnel  of  the  educational 
corps  and  of  the  children,"  (8)  instructional  research,  (9)  health  edu- 
cation, (10)  educational  finance.  (11)  vocational  guidance  and  con- 
tinuation schools,  (12)  adult  education  and  Americanization.  (13) 
records,  reports,  and  publicity,  ( 14)  "pure,  scientific  research,  the 
development  of  new  technical  methods  of  measurement,  new  tests, 
new  devices,  and  new  organization  of  existing  science." 

2.  Educational  research  as  objective  methods.  Another  view  of 
educational  research  is  that  its  essential  characteristic  is  the  employ- 
ment of  objective  methods ;  that  is,  procedures  such  that  the  data 
collected  and  their  interpretation  are  independent  of  the  one  making 
the  investigation.  In  other  words,  the  essential  requirement  of  educa- 
tional research  is  that  opinion  and  prejudice  be  eliminated.  Hence, 
when  a  person  employs  objective  methods,  he  is  engaging  in  educa- 
tional research  ;  if  his  methods  are  subjective,  he  is  not  doing  so.  A 
sub-committee  of  the  National  Committee  on  Research  in  Secondary 
Education  commented  on  this  view  as  follows  : 

It  may  be  well  at  this  point  to  call  attention  to  a  marked  ditifcrence  of 
opinion  regarding  edncational  research.  This  difference  has  to  do  largelj-  with 
the  data  to  be  used  and  with  the  importance  of  complete  verification.  Some 
authorities   clearly   indicate   that   the   only  data   admissible  in   research   are  ob- 


"Martens,  E.  H.  "Organization  of  Research  Bureaus  in  City  School  Systems," 
U.  S.  Bureau  of  Education  City  School  Leaflet,  Xo.  14.  Washington:  Government  Printing 
Office,    1924,   p.    1. 

"The  following  twenty-eight  functions  are  listed:  testin.g  (mental  and  educational), 
classification  of  school  children,  surveys  and  statistics,  supervision  of  special  classes,  educa- 
tional guidance,  vocational  guidance,  devising  record  forms,  curriculum  making,  publicity, 
test  construction,  professional  library,  information  bureau,  standards  of  promotion,  attend- 
ance, placement  in  industry,  instructional  problems,  school  building  program,  textbook 
evalu.ition,  supervision  of  elementary  grades,  school  finance,  Americanization,  budgeting, 
psychiatry,  part-time  school,  registration  of  minors,  selection  and  placement  of  teachers, 
visual   instruction,  speech   defects. 

"Courtis,  S.  A.  and  Packer,  P.  C.  "Educational  Research,"  fourttal  of  Educational 
Research.   1:5-19,  January,    1920. 


• 


Ten  Years  of  Educational  Research,  1918-1927  23 

jective  data,  i.  c,  data  that  can  be  weighed  and  measured  by  definite  standards 
and  scales,  and  from  which  all  subjective  elements  are  excluded.  They  give 
as  examples  of  this  the  data  that  form  the  basis  for  studies  on  the  weight  and 
height  of  school  children,  age-grade  classification  of  pupils,  achievement  in  read- 
ing, writing,  and  arithmetic  measured  by  standard  tests.  They  say  that  all 
research  should  be  based  upon  data  of  such  nature  that  anyone  else  could 
take  them  and  come  to  the  same  or  similar  conclusions.  Anything  else  than 
this  is  not  research.     They  also  affirm  that  research  must  verify  conclusions." 

The  objective-methods  view  of  educational  research  is  frequently 

implied  in  references  to  a  "science  of  education"  or  "scientific  method." 

"During  recent  years  the  demand  for  a  thorough  and  comprehensive 
study  of  schools  by  scientific  methods  has  led  to  a  number  of  investigations 
which  can  be  offered  as  an  optimistic  beginning  of  a  science  of  education.  It 
would,  indeed,  be  far  beyond  the  truth  to  assert  that  science  has  settled  all  the 
problems  of  teaching  and  of  school  organization.  There  is,  however,  a  very 
respectable  body  of  fact  which  has  been  clearly  enough  defined  so  that  it  can  in 
no  wise  be  set  aside.  In  certain  details  the  requirements  of  a  scientifically 
valid  educational  scheme  are  known  and  can  be  described.'"" 

"The  results  obtained  from  their  [educational  tests]  use  have  been  so 
important  that  they  bid  fair  to  change  completely  the  nature  of  schoolroom 
supervision  by  putting  scientific  accuracy  in  the  place  of  what  was  often  only 
guesswork.'"' 

The  same  point  of  view^  seems  to  be  held  by  many  of  those  who 
insist  that  there  is  no  such  thing  as  educational  research.  Their  argu- 
ment is  that  research  is  not  possible  until  we  are  able  to  secure  accur- 
ate measures,  and  this  we  cannot  yet  do.  In  a  recent  editorial, 
"Education — A  'Pseudo-Science',"  in  the  Journal  of  Educational  Re- 
search, S.  A.  Courtis  asserts  that  the  science  of  education  is  in  the 
"stage  of  biased  observation  and  uncritical  acceptance  of  assumptions." 
In  elaborating  this  point  he  says : 

We  have  measuring  instruments  of  a  sort,  but  no  means  of  interpreting 
the  results  of  our  measurements  except  in  terms  of  assumptions  which  have 
not  been  proved  to  fit  the  conditions.  We  speak  of  ability,  capacity,  nature, 
nurture,  although  none  of  these  concepts  is  more  than  a  vague  suggestion  of 
obscure  trends.  Who  is  able  to  define  ability  in  any  helpful  way?  Who  has 
demonstrated  beyond  doubt  that  the  doctrine  of  specificity  is  better  than  the 
general  and  specific  factor  theory,  or  than  any  other?  We  have  statistical  pro- 
cedures and  experimental  techniques,  it  is  true,  but  statistical  analysis  alone  is 
inadequate  to  establish  natural  law.  Who  ever  heard  of  experimentation  in 
education  which  conformed  sufficiently  to  the  law  of  the  single  variable  to 
enable  two  investigators  to  obtain  identical  results?  Even  repetition  of  educa- 
tional experiments  by  different  observers  is  seldom  attempted  because  each  in- 
vestigator can  find  so  many  flaws  in  the  procedures  of  his  predecessors  that  he 
would  consider  it  a  waste  of  time  to  repeat  their  mistakes."* 


^'Jones,  A.  J.  (Chairman).  "An  Outline  of  Methods  of  Research  with  Suggestions 
for  High  School  Principals  and  Teachers,"  U.  S.  Bureau  of  Education  Bulletin,  1926,  No.  24. 
Washington:      Government   Printing  Office,    1927,  p.   S. 

^"Judd,  C.  H.  Introduction  to  the  Scientific  Study  of  Education.  Boston:  Ginn  and 
Company,   1918,   p.   3. 

^'Cubberley,  E.  P.  An  Introduction  to  the  Study  of  Education  and  to  Teaching, 
Boston:     Houghton  Mifflin  Company,   1925,  p.  258. 

^^Courtis,  S.  A.  "Education — A  'Pseudo-Science',"  Journal  of  Educational  Research, 
17:131-32,  February,  1928. 


24  Bulletin  No.  42 

Although  educational  research  is  not  mentioned  in  this  statement, 
a  reader  of  the  editorial  gets  the  impression  that  Courtis  would  also 
label  our  present  educational  research  as  "pseudo,"  because  we  do  not 
3-et  have  satisfactory  measuring  instruments.  In  other  words,  we  do 
not  yet  have  real  educational  research  because  our  methods  are  not 
sufficiently  objective/^ 

3.  Educational  research  as  a  means  of  arriving  at  final  answers  to 
questions  about  education.  The  point  of  view  that  educational  re- 
search is  a  means  of  arriving  at  final  answers  to  questions  about  educa- 
tion is  closely  allied  with  the  one  just  described ;  in  fact,  it  is  implied  in 
the  last  three  statements  quoted.    It  is  also  implied  in  the  following : 

The  educational  research  movement  is  significant  because  it  indicates  a 
growing  distrust  in  the  adequacy  of  tradition  and  authority  as  the  basis  for 
rules  of  action. 

It  is  an  attempt  to  get  at  the  real  facts  at  all  cost,  to  learn  their  true  sig- 
nificance, and  to  construct  a  new  educational  program  in  the  light  of  the  facts 
discovered."" 

Formerly,  educational  questions  and  issues  were  debated,  the  best 
debater  winning  the  argument,  but  his  opponents  did  not  consider  the 
matter  settled.  Hence,  it  was  natural  that  there  should  be  a  wide- 
spread desire  for  a  procedure  that  would  "get  at  the  real  facts"  and 
thus  yield  final  answers  to  the  questions  that  arose.  In  the  physical 
sciences,  research  had  revealed  the  falseness  of  many  popular  beliefs. 
In  agriculture  and  other  fields  of  applied  science,  research  had  dem- 
onstrated the  relative  merits  of  different  methods.  Consequently,  it 
was  to  be  expected  that  "educational  research"  would  be  interpreted  as 
"a  means  of  arriving  at  fmal  answers  to  questions  about  education." 
It  is  probable  that  most  persons  who  have  considered  the  meaning  of 
educational  research  have  associated  this  concept  with  the  term. 

4.  Educational  research  as  critical,  reflective  thinking.  A  rela- 
tively small  group  appear  to  think  of  educational  research  as  the  process 
of  critical,  reflective  thinking  about  educational  questions.  They  con- 
sider objective  methods  desirable  but  not  necessary.  Their  thesis  is 
that  the  thinking  must  be  critical  at  all  points.  The  data  may  be  sub- 
jective or  faulty  in  other  respects,  but  they  must  be  the  best  obtainable ; 
and  more  important,  they  must  be  used  vvith  full  recognition  of  their 
limitations.  The  conclusion  is  expected  to  be  dependable,  but  not 
necessarily  final.  In  fact,  no  definite  answer  may  be  obtained  for  the 
question  being  studied.    This  point  of  view  with  respect  to  educational 


"This  concept  of  educational  research  is  commented  on  again  in  Chapter  III.  See  p. 
46  f. 

"Chapman,  H.  B.  "Organized  Research  in  Education,"  Ohio  State  University 
Studies,  Bureau  of  Education  Research  Monographs  No.  7.  Columbus,  Ohio:  The  Ohio 
State    University    Press,    1927.    22\    p. 


Ten  Years  of  Educational  Research,  1918-1927  25 

research  is  described  by  the  sub-committee  of  the  National  Committee 
on  Research  in  Secondary  Education.  Immediately  following  the  de- 
scription of  educational  research  as  objective  methods,  (sec  p.  46-48) 
they  say : 

Opposed  to  this  are  many  who  contend  that  all  data,  even  those  called 
objective,  have  their  subjective  aspects;  that  purely  subjective  data  based  upon 
the  judgments  of  teachers  are  valuable,  often  of  even  greater  value  than  data 
that  seem  to  be  more  objective,  since  educatiot:  involves  many  elements  not  yet 
capable  of  objective  determination;  that  opinions  of  people  arc  legitimate  ob- 
jects of  investigation  and  arc  admissible  as  data.  They  also  atlirm  that  analysis 
and  hypothesis  are  in  themselves  research,  even  without  complete  verification. 
They  point  out  the  fact  that  many  of  our  most  valuable  scientific  truths  and 
laws  have  been  the  result  merely  of  analysis,  of  deductive  reasoning  based  upon 
known  truths,  reasoning  that  has  gone  no  further  than  hypothesis;  for  example, 
the  research  into  differentiated  content  or  method  for  differing  ability  groups.^' 

Under  the  head  of  "Types  of  Research  Problems,"  this  sub-com- 
mittee lists  (1)  historical,  (2)  experimental,  (3)  philosophical,  and  (4) 
survey.  Of  the  third  they  say:  "The  philosophical  type  of  research 
problem  was  inuch  more  common  some  years  ago  when  the  study  of 
education  or  'pedagog\^'  was  considered  merely  a  branch  of  philosophy. 
It  still  has  a  very  legitimate  place  in  educational  research. "^^ 

The  steps  of  philosophical  research  are  described  as:  "(1)  A  clear  state- 
ment of  the  concept  of  interest  as  applied  to  teaching;  (2)  an  analysis  of  the 
concept  to  determine  the  various  elements  involved;  (3)  the  application  of 
each  of  these  elements  to  the  process  of  teaching  to  show  what  elements  are 
likely  to  be  useful  and  what  are  not,  and  to  make  clear  the  utility  and  the 
limitations  of  the  concept  as  a  whole  and  each  element  in  particular.""' 

"While  this  method  is  not  often  used  exclusively  in  educational  research, 
it  occupies  an  important  place  in  many  investigations.  Indeed,  it  might  be  said 
that  one  of  the  greatest  needs  of  education  today  is  this  type  of  research,  in 
order  that  there  may  be  developed  a  real  philosophy  of  education  that  takes  into 
account  the  most  up-to-date  contributions  of  modern  science.""^ 

Educational  research  viewed  as  critical,  reflective  thinking  is 
implied  in  several  criticisms  of  what  is  commonly  labeled  educational 
research.  For  example,  Newlon  states:  "Strictly  speaking,  the  gather- 
ing, compiling  and  distributing  of  statistical  information  regarding 
schools  is  not -research."^'  This  writer  points  out  that  "this  is  very 
much  akin  to  research"  and  that  it  needs  to  be  done  in  a  scholarly  man- 
ner, but  he  does  not  appear  to  favor  a  broad  definition  of  the  term. 
Judd^''  also  criticizes  the  recognition  of  "gathering,  compiling,  and  dis- 

^'Jones,  A.  J.  (Chairman).  "An  Outline  of  Methods  of  Research  with  Suggestions 
for  High  School  Principals  and  Teachers,"  U.  S.  Bureau  of  Education  Bulletin,  1926,  No.  24. 
Washington:      Government    Printing   Office,    1927,   p.    6. 

'■Ibid.,  p.   12. 

'Ubid.,  p.   17. 

^Ibid.,   p.    18. 

"Newlon,  J.  H.  "What  Research  Can  Do  For  the  Superintendent,"  Journal  of  Edu- 
cational Research,   8:106-12,   September,    1923. 

^"Judd,  C.  H.  "Needed  Research  in  Elementary  Education,"  Fifteenth  Yearbook  of 
the  National  Society  of  College  Teachers  of  Education.  Chicago:  University  of  Chicago 
Press,   1926,  p.   56-65. 


26  Bulletin  No.  42 

tributing  statistical  information  regarding  schools"  as  research.  He  ob- 
serves that  industry  in  doing  these  things  "will  not  serve  as  a  substitute 
for  real  research."  Apparently  he  believes  that  much  of  what  is  being 
published  under  the  label  of  educational  research  is  not  "real  research." 

He  says : 

One  finds,  by  reading  the  technical  journals,  that  research  follows  in  the 
trail  of  that  which  has  been  done.  We  have  a  few  studies  on  the  superior 
retention  of  the  reconstructed  school.  We  have  some  studies  on  the  degree 
of  success  achieved  in  teaching  algebra  in  what  used  to  be  the  grades.  One 
feels  however,  that  science  is  not  the  leader  in  the  movement  of  reorganization. 
Science  is  merely  the  bookkeeper  recording  transactions  which  others  have 
initiated  and  executed." 

In  discussing  statistical  methods,  Rugg  says  that  "most  of  our 
so-called  'educational  research'  is  not  educational  research  at  all."" 
The  same  position  is  taken  in  an  editorial  in  the  School  Review  for 
September,  1926,  commenting  on  the  "Bibliography  of  Secondary  Edu- 
cation Research  1920-25. ""^^ 

As  one  reads  the  titles  and  comments  in  this  bulletin,  one  wonders  whether 
the  demand  for  fundamental  research  has  yet  secured  adequate  recognition 
in  the  minds  of  the  members  of  the  committee  or  of  secondary-school  teachers 
and  principals.  At  least  nine-tenths  of  the  titles  cited  in  the  bulletin  refer  to 
purely  descriptive  accounts  of  what  is  going  on  in  some  department  of  some 
high  school  It  cannot  be  denied  that  the  distribution  of  information  about 
practical  experiments  in  classrooms  is  very  desirable  and  worthy  of  all  possible 
encouragement.  There  is  danger,  however,  that  a  certain  complacence  and  con- 
sequent neglect  ot  real  research  will  result  from  the  use  of  the  word  research 
to  cover  descriptive  and  trivial  writings  on  educational  matters. 

The  ascendant  view:  educational  research  as  critical,  reflective 
thinking.  The  preceding  examples  and  discussion  of  differing  views 
of  educational  research  give  added  weight  to  the  statement  made  at 
the  beginning  of  the  discussion  that  there  is  no  generally  accepted 
clear  and  comprehensive  concept  of  educational  research,  that,  m  fact, 
there  are  wide  differences  of  opinion.  However,  there  is  evidence  that 
the  fourth  of  the  views  of  educational  research  described  in  the  pre- 
ceding pages  is  becoming  the  dominant  one.  Criticisms  similar  to 
those  just  cited  are  becoming  more  numerous;'^  and  at  the  same  time, 
the  worship  of  objective  methods  seems  to  be  passing.^^  There  is  also 
a  growing  recognition  that  to  obtain  a  f^nal  answer  to  some  questions  is 
very  difficult  if  not  impossible.^^ 

^S  ''h.  "a  ''""Staifstical  Methods  Applied  to  Educational  Testing."  Tt^W^r.^ 
Yearbook  of  the  National  Society  for  the  Study  of  Education.  Bloommgton,  Illmo.s. 
Public    School   Publishing  Company,    1922,  p.   45-91. 

2»See   D.    16-17   for  illustrative   references. 

3<"'What    is   Research?"   School  Review.  34:488,  September,   1926.     (An  editorial.) 

^^See  p.  85-87   for  additional  criticisms. 

'^S^e  p.  46-48. 

^^See  p.  51. 


Tex  Years  of  Educational  Research,  1918-1927  27 

The  view  of  educational  research  as  the  process  of  critical,  re- 
flective thinking-  about  educational  questions  is  essentially  the  same  as 
the  broad  concept  which  was  derived  from  the  concept  that  research  in 
general  is  the  "process  of  conscious,  premeditated  inquiry."  Such  a 
view  places  educational  research  on  a  par  with  research  in  other  fields. 

Complete  educational  research.  Since  education  is  essentially  an 
applied  science,  there  is  the  implication  that  a  complete  piece  of  educa- 
tional research  should  yield  an  answer  to  some  question  about  what 
should  be.  In  practice,  however,  such  questions  are  extremely  difficult 
to  answer  by  means  of  research  techniques  and  require  greater  ex- 
penditures of  time  and  energ}-  than  most  investigators  have  at  their  dis- 
posal. Consequently,  practically  all  of  what  we  call  educational  research 
consists  of  studies  that  deal  with  only  one,  or  at  the  most  a  few, 
phases  of  complete  educational  research  ;  some  researchers  go  little 
farther  than  to  define  problems :  others  merely  contribute  facts :  still 
others  only  develop  the  means,  such  as  scales,  by  which  research  may 
be  prosecuted.  The  term  partial  educational  research  would  be  an 
appropriate  title  for  most  of  what  we  commonly  call  educational  re- 
search. 

By  directing  attention  to  this  distinction,  the  writers  do  not  intend 
to  imply  that  studies  dealing  with  a  phase  of  complete  educational  re- 
search may  not  be  valuable.  Fact-finding  studies,  which  according  to 
this  distinction  would  be  classified  as  partial  educational  research,  fre- 
quently make  important  contributions.  The  information  they  provide 
is  very  useful,  if  not  absolutely  essential,  in  attempting  complete  educa- 
tional research.  Likewise,  studies  that  are  restricted  largely  to  the 
definition  of  problems  or  to  the  development  of  techniques  frequently 
are  valuable.  However,  a  person  who  desires  to  understand  educa- 
tional research  should  keep  this  distinction  in  mind.  Otherwise,  he  is 
likely  to  place  an  unjustifiably  high  value  upon  fact-finding  studies  and 
other  types  of  partial  educational  research  and  as  a  consequence 
neglect  complete  educational  research.  If  we  view  the  present  situation 
critically,  it  appears  that  one  of  the  most  serious  shortcomings  is  the 
neglect  of  this  latter  t}-pe  of  research.  Relatively  few  workers  appear 
to  have  the  concept  of  complete  educational  research,  and  as  a  conse- 
quence, many  of  the  partial  studies  that  are  being  turned  out  in  in- 
creasing numbers  will  be  found  to  represent  wasted  effort,  because  those 
who  attempt  complete  educational  research  will  find  that  many  such 
investigations  fail  to  make  contributions  that  can  be  used. 

The  scope  of  educational  research.  What  is  the  boundary  beyond 
which  research  is  not  educational  but  belongs  in  another  field?     It  is 


28  Bulletin  No.  42 

not  easy  to  answer  this  question.  Presumably,  a  thesis  accepted  in 
partial  fulfillment  of  the  requirements  for  the  degree  of  doctor  of 
philosophy  in  education  is  considered  to  be  within  the  field  of  educa- 
tion. The  following  titles  are  representative  of  the  more  unusual 
educational  topics  and  of  those  bordering  on  or  usually  accepted  as  be- 
longing to  other  fields  of  study,  such  as  psycholog}-,  sociology,  and 
theolosrv. 


^t^j 


1.  Pr.\tt,  K.  C.     a  Study  of  Early  Infantile  Behavior. 

2.  Keith,  H.  H.     The  Papillary  Lines  of  the  Palm  as  an  Index  of  Inherited 

Tendencies. 

3.  Horn,  J.  L.     The  Education  of  Non-Typical  Children  with  Special  Refer- 

ence to  Incorrigibles  and  Truants,  Speech  Defectives,  the  Deaf,  the 
Blind,  and  the  Crippled. 

4.  Job,  L.  B.     Business  Management  of  Institutional  Homes  for  Children. 

5.  Garber,  J.  A.     The  School  Janitor. 

6.  Davis,  R.  L.     The  Application  of  Motion  Pictures  to  Education. 

7.  Washburne,  C.   W.     a   Course  in   General   Science   for  the   Intermediate 

School. 

8.  Maverick,  L.  A.     The  Vocational  Guidance  of  College  Students. 

9.  Granrud,    J.     The    Organization    and    Objectives    of    State    Teachers    As- 

sociations. 

10.  Eapen,  C.  T.     The  Problem  of  Mass  Education  in  India. 

11.  Mull,  L.  B.     The  Status  of  the  Bible  in  the  Public  Schools  of  the  United 

States. 

12.  Sprowls,  J.  W.     War  and  Education. 

13.  Benedict,  M.  J.     The  God  of  the  Old  Testament  in  Relation  to  War. 

14.  Buller,  F.  P.     A  History  of  Ministerial  Education  in  the  Baptist  Churches 

of  the  United  States  to  1845. 

The  first  two  titles  suggest  problems  in  the  field  of  psychology. 
The  third  relates  to  a  highly  specialized  phase  of  education.  The 
fourth  appears  to  belong  in  sociology  or  some  division  of  the  de- 
partment of  commerce.  The  thirteenth  title  does  not  appear  to  be 
directly  related  to  the  field  of  education.  The  remaining  titles  include 
some  allusion  to  education,  but  they  indicate  the  highly  specialized 
problems  that  are  being  studied.  Hence,  if  the  titles  of  doctors' 
theses  in  education  are  taken  as  the  basis  for  determining  the  scope 
of  educational  research,  it  is  apparent  that  the  scope  is  very  broad. 
It  encroaches  upon  psychology  and  a  number  of  other  related  fields,, 
including  religion.  The  Topical  Index  of  Part  II  is  indicative  of  this 
breadth  of  scope;  exclusive  of  duplication,  this  Index  includes  605 
topics.  It  may  be  unfortunate  that  educational  research  has  not  been 
confined  to  a  more  limited  field,  but  for  the  present  it  does  not  appear 
that  a  more  restricted  definition  of  "educational"  would  be  in  con- 
formity with  prevailing  practice. 

The  meaning  of  educational  research  in  this  bulletin.    In  describ- 
ing educational  research  activities,  it  is  difificult,  if  not  impossible,  to 


tl 


Tex  Years  of  Educational  Research,  1918-1927  29 

avoid  using  this  term  with  the  meaning  associated  with  it  by  the 
writers  whose  work  is  being  considered.  The  use  of  "educational  re- 
search" in  this  way  tends  to  be  confusing,  because  different  writers 
appear  to  assign  different  meanings  to  it.  However,  it  does  not  seem 
feasible  to  give  the  term  a  precise  meaning,  and  the  reader  of  this 
bulletin  will  find  that  sometimes  it  means  one  thing  and  sometimes 
another.  Probably  the  term  is  most  frequently  used  as  a  designation 
for  work  involving  objective  methods.  This  is  due  to  the  fact  that 
the  concept  of  educational  research  as  objective  methods  has  been 
very  prominent  during  the  past  ten  years. 

The  plan  of  the  following  chapters.  A  general  account  of  re- 
search prior  to  1918  is  given  in  Chapter  II  in  order  to  provide  a 
background  for  considering  the  ten-year  period  1918-27.  A  general 
survey  of  this  period  is  presented  in  Chapter  III.  Chapters  IV  and 
V  are  devoted  to  two  special  fields  of  research,  educational  measure- 
ments and  curriculum  construction.  The  principal  reason  for  giving 
special  recognition  to  these  two  fields  is  that  certain  members  of  the 
staff  of  the  Bureau  of  Educational  Research  were  particularly  inter- 
ested in  them.  This  emphasis  may,  however,  be  justified  on  the 
grounds  that  each  refers  to  a  relatively  definite  field  in  which  there 
has  been  much  activity  during  the  past  ten  years.  It  may  be  noted 
also  that  summaries  of  research  have  been  made  for  other  particular 
fields.^* 


blC,  tOB  ^■'References  to  a  number  of  these  summaries  are  given  on  p.   78. 


CHAPTER  II 

EDUCATIONAL  RESEARCH  BEFORE  1918: 
THE  PIONEER  PERIOD 

The  beginning  of  educational  research.  The  chronological  place- 
ment of  the  beginning  of  educational  research  depends  upon  the  in- 
terpretation given  to  the  term.  If  educational  measurements  and  the 
use  of  objective  data  are  made  the  significant  characteristics,  Rice's' 
work  initiated  in  1894  may  be  taken  as  the  beginning  of  our  present 
interest  in  educational  research.  If  the  idea  of  determining  the  merit 
of  an  educational  procedure  by  trial — that  is,  by  experimentation 
— is  made  the  significant  characteristic,  much  earlier  dates  may  be 
listed.  Pestalozzi  tested  his  theories  by  applying  them  in  the  teaching 
of  children  and  noting  the  results.  Herbart  established  his  peda- 
gogical seminary  and  small  practice  school  connected  with  it  soon 
after  going  to  Konigsberg  in  1809.  "This  constitutes  the  first  attempt 
at  experimentation  and  a  scientific  study  of  education  on  the  basis 
now  generally  employed  in  universities."^  Froebel  was  noted  for  his 
kindergarten  at  Blankenburg.  In  the  United  States,  E.  A.  Sheldon 
began  his  experimentation  with  objective  materials  at  Oswego,  New 
York,  in  1860.^  The  work  of  these  men  and  of  others  who  might  be 
mentioned  probably  would  not  be  rated  today  as  educational  research, 
but  the  germ  of  the  idea  of  experimentation  may  be  identified  in  the 
accounts  of  their  activities.  If  educational  research  is  thought  of  in 
terms  of  laboratory  studies  of  learning,  another  group  of  origins 
would  be  listed,  beginning  probably  with  Wundt's  laboratory  estab- 
lished at  the  University  of  Leipzig  in  1879.  If  statistical  methods  are 
made  the  basis  of  our  inquiry.  Sir  Francis  Galton's  development  of 
the  method  of  correlation,  1877-88,  might  be  defended  as  an  important 
origin. 

Hence,  it  is  obvious  that  the  question  of  the  beginning  of  educa- 
tional research  is  very  complex.  Numerous  origins  may  be  cited,  but  it 
appears  certain  that  the  work  of  Rice  is  an  outstanding  source  of  what 
we  today  call  educational  research.  The  severe  disapproval  aroused 
by  Rice's  presentation  of  his  spelling  investigation  at  the  meeting 
of  the  Department  of  Superintendence  in  February.  1897,  is  evidence 
that  practically  no  educators  were  willing  to  admit  the  possibility  oi 


- 


^Rice,  T.  M.  Scientific  Management  in  Education.  New  York:  Hinds,  Xoble,  anc 
Eldredge,    19f2,   Chapters   V-X. 

^Graves,  F.  P.  A  Historv  of  Education  m  Modern  Times.  New  York:  Th 
Macmillan   Company,    1922,  p.    196-'97. 

'Dearborn,  N.  H.  "The  Oswego  Movement  in  American  Education,"  Teacher 
College,  Columbia  University  Contributions  to  Education,  No.  183.  New  York:  Bureau  o 
Publications,  Columbia  University,   1925.     189  p. 

30 


Tex  Yf.ars  of  Educational  Research,  1918-1927  31 

educational  research  that  involved  the  measurement  of  the  results  of 
teaching.     Ayres  has  described  that  event  as  follows  : 

The  educators  who  discussed  his  findings  and  those  who  reviewed  them 
in  the  educational  press  united  in  denouncing  as  foolish,  reprehensible,  and 
from  every  point  of  view  indefensible,  the  effort  to  discover  anything  about  the 
value  of  the  teaching  of  spelling  by  finding  out  whether  or  not  the  children 
could  spell.^ 

Although  Rice's  work  did  not  bear  immediate  fruit,  it  was  a 
source  of  inspiration  to  Thorndike,  Courtis,  Stone,  Ayres,  and  others 
who  have  contributed  to  the  research  movement.  Soon  after  1910, 
the  construction  of  educational  tests  became  the  most  conspicuous 
phase  of  educational  research,  although  activities  were  not  confined 
to  this  field.  There  were  also  studies  of  retardation  and  elimination, 
teachers'  marks,  eye-movements  in  reading,  and  a  number  of  other 
phases  of  education. 

Rice's  proposal  of  a  department  of  research.    The  idea  of  a  de- 

partinent  of  educational  research  was  suggested  by  Rice  in  1902.'     In 

this  connection,  he  mentioned  the  United  States  Bureau  of  Education, 

the  National  Education  Association,  and  "departments  of  pedagogy  in 

our  universities." 

Anj-  or  all  of  these  institutions  would  be  suitable;  but  they  are  slow  in 
according  recognition  to  new  ideas  and  in  carr3nng  them  to  a  point  of  practical 
usefulness.  I  do  not  doubt  that  in  due  course  of  time  the  work  would  be 
taken  up,  officially,  in  one  little  corner,  by  one  of  the  bodies  I  have  mentioned, 
and  would  leap  from  it  to  another  little  corner,  and  that  in  the  course  of 
twenty-five  years  it  would  be  generally  recognized.  But  why  should  we  wait 
twenty-five  years  ?     Why  not  act  at  once  ?° 

Rice  then  proposed  that  local  school  systems  organize  depart- 
ments of  research. 

While  the  plan  is  simple,  it  entails  considerable  labor;  and  in  order  that 
the  work  may  be  properly  and  systematically  performed,  some  one  must  be 
designated  to  do  it  and  to  be  held  responsible  for  it.  As  the  city  superintendent 
has  his  hands  full  enough  at  present,  a  special  office  must  be  created  for  the 
purpose.  To  the  superintendent,  however,  such  assistance  would  be  of  great 
value.  Upon  him  devolves  the  work  of  supervising  teachers,  and  largely  that 
of  recommending?  their  appointment  or  reappointment,  of  preparing  courses  of 
study,  time  tables  for  the  different  grades,  etc. ;  and  in  all  these  matters  the 
records  prepared  b\-  a  special  assistant  would  be  an  invaluable  guide.  ^loreover, 
by  repeating  the  tests  from  time  to  time,  he  would  have  a  much  clearer  idea  of 
how  his  recommendations  were  working  out  than  he  can  have  when  he  shoots 
at  random,  as  he  now  does,  and  there  is  no  one  to  tell  him  when  he  hits  or 
misses  the  target. 

Besides  taking  tests  and  tabulating  results,  the  work  of  the  special  as- 
sistant would  lie  in  endeavoring  to  account  for  the  differences  in  results  on  the 


*Ayres,  L.  P.  "History  and  Present  Status  of  Educational  Measurements,"  Seven- 
teenth Yearbook  of  the  National  Society  for  the  Study  of  Education,  Part  II.  Bloomington, 
Illinois:     Public  School   Publishing  Company,    1918,   p.    11. 

'Rice,  op.  cit.,   p.    13-16. 

'Ibid.,  p.   14. 


32  Bulletin  No.  42 

part  of  different  teachers  in  his  locality;  and  it  would  be  the  duty  of  the  special 
assistant  in  each  city  to  work  in  harmony  with  similar  assistants  in  other  cities, 
in  order  to  account  for  differences  in  results  in  various  branches  in  different 
localities.  Under  these  circumstances,  the  children  could  at  once  receive  the 
benefit  of  every  new  discovery.  The  small  additional  expense  involved  in 
maintaining  an  office  of  this  kind  should  not  be  considered  any  more  than 
people  consider  whether,  by  reason  of  expense,  their  school  halls  shall  be 
illuminated  with  candles  or  electric  lights.  If  one  enterprising  city  will  take 
the  initiative,  others  will  be  sure  to  follow,  just  as  others  followed  the  leader 
in  engaging  a  city  superintendent.' 

Establishment  of  departments  of  educational  research.  Btireaus 
or  departments  of  educational  research  have  been  created  by  colleges 
and  universities,  by  state  departments  of  education,  and  in  city  school 
systems.  Chapman*  identifies  the  founding  of  research  bureaus  during 
this  period  with  three  movements  :  the  school  efficiency  movement,  the 
adjustment  movetrient,  and  the  testing  movement.  In  addition. 
bureaus  of  reference  were  established.  The  report  of  the  New  York 
School  Inquiry,  1911-12,  included  the  recommendation  that  a  "Bureau 
of  Investigation  and  Appraisal"  be  established.  As  a  result  of  this 
recommendation,  a  Division  of  Reference  and  Research  was  established 
in  1913.  Similar  departments  were  organized  in  other  cities  :  Balti- 
more, 1912;  Rochester,  N.  Y.,  1913;  New  Orleans,  1913;  Boston,  1914; 
Kansas  City.  Missouri,  1914;  Detroit,  1914;  Schenectady,  N.  Y.,  1914; 
Oakland,  California,  1914. 

The  establishment  of  departments  of  educational  research  in 
educational  institutions  was  due  largely  to  the  suggestion  of  S.  A. 
Courtis,  who  had  developed  the  idea  of  comparative  testing  advocated 
by  Rice.  At  first,  Courtis  directly  solicited  the  cooperation  of  super- 
intendents and  teachers  in  standardizing  the  tests  he  devised.  As  the 
interest  in  the  testing  movement  grew,  he  foresaw  the  desirability  of 
having  centers  in  each  state  for  distribtiting  the  tests,  receiving  and 
coiupiling  the  scores  obtained,  and  incjtiiring  into  conditions  that  ap- 
peared unusual.  Such  centers  were  established  at  the  University  of 
Oklahoma,  1913;  Indiana  University,  1914;  Kansas  State  Normal 
School.  Emporia.  1914;  University  of  Iowa,  1914;  University  of 
Minnesota,  1915.  The  first  state  bureau  was  the  Division  of  Edu- 
cational Tests  and  Measurements  of  the  Wisconsin  State  Department 
of  Public  Instruction,  organized  in  1916. 

As   implied   in   the  preceding  paragraphs,  the   activities   of   the 
formally  established  departments  of  research  in  both  city  school  sys-, 
tems  and  teacher  training  institutions  were  confined  largely  to  the] 


'Rice,  op.  cit.,  p.   15-17. 

'Chapman,  H.  B.  "Organized  Research  in  Education,"  Ohio  State  University  Studies, 
Bureau  of  Educational  Research  Monographs,  No.  7.  Columbus:  The  Ohio  State  Univer- 
sity  Press,    1927.      221    p. 


I 


Ten  Years  ok  Educatioxal  Research,  1918-1927  33 

tield  of  educational  measurements.    A  few  studies  were  made  in  other 
elds,^  but  they  were  the  exception  rather  than  the  rule.    Furthermore. 
:ie  reader  should  bear  in  mind  that  then,  as  now,  many  important 
ludies   were   being  carried   on   as   individual   enterprises,  by   either 
graduate  students  or  members  of  the  stafifs  of  departments  of  educa- 
tion. 

Of  course  the  Federal  Bureau  of  Education  had  been  established 
long  before  these  bureaus  of  research  were  organized,  but  it  had  never 
included  any  appreciable  amount  of  research  among  its  functions.  In 
1910.  the  Bureau  began  the  creation  of  a  series  of  divisions,  such  as 
the  Division  of  School  Administration  and  the  Division  of  Higher 
Education,  which  have  carried  on  research  activities  of  a  sort,  es- 
pecially the  collection  of  data  relative  to  various  branches  of  educa- 
tional work.  In  1917,  the  Federal  Board  for  Vocational  Education 
was  set  up.  Naturally,  it  lias  functioned  most  since  1918;  in  fact,  it 
can  scarcely  be  said  to  have  carried  on  any  research  prior  to  1918. 

Educational  research  by  foundations.  Of  the  foundations,  the 
Russell  Sage  Foundation  was  most  active  during  this  period,  its  Divi- 
sion of  Education  being  under  the  direction  of  Leonard  P.  Ayres. 
Notable  contributions  were  the  studies  of  retardation^"  and  of  medical 
inspection,  the  development  of  writing  and  spelling  scrdes.  and  com- 
parisons of  state  school  systems.  The  Carnegie  Foundation  for  the 
Advancement  of  Teaching,  the  Carnegie  Institute,  and  the  General 
Education  Board  carried  on  or  encouraged  some  educational  research. 

Encouragement  of  educational  research  by  voluntary  organiza- 
tions. Of  the  voluntary  organizations  of  educators,  the  National 
Society  for  the  Study  of  Education,  the  Educational  Research  As- 
sociation, and  the  National  Society  of  College  Teachers  of  Education 
were  the  most  important.  Most  other  volunteer  organizations  of  edu- 
cators and  educational  institutions  that  are  well  known  today  for  the 
research  sponsored  or  carried  on  by  them  have  been  organized  or 
have  taken  up  such  activities  since  1918.  The  first  of  the  three  organi- 
zations just  mentioned  originated  as  the  National  Herbart  Society  in 
1895  and  has  functioned  as  a  stimulus  for  research  and  discussion  of 
research  ever  since.  As  is  pointed  out  in  Chapter  V,  most  of  the  cur- 
riculum research  in  the  period  just  prior  to  1918  was  done  at  the  in- 


'For  example,  the  following  was  one  of  the  first  studies  made  by  the  Bureau  at 
Emporia.   Kansas: 

Monroe,  W.  S.  "Cost  of  Instruction  in  Kansas  High  Schools,"  Kansas  State  Normal 
School  Bulletin,  Xew  Series,  Vol.  4,  No.  6,  Studies  by  the  Bureau  of  Educational  Measure- 
ments and  Standards,  No.   2.     Emporia:     Kansas  State  Normal  School,    1915.     35   p. 

^"Sce  p.  41-42. 


34  Bulletin  No.  42 

stance  of  this  society.  The  Educational  Research  Association  was 
organized  in  1915  as  the  National  Association  of  Directors  of  Educa- 
tional Research.  This  association  produced  Part  II  of  the  Seventeenth 
Yearbook  of  the  National  Society  for  the  Study  of  Education,  entitled 
"The  Measurement  of  Educational  Products."  The  National  Society 
of  College  Teachers  of  Education  was  organized  in  1902.  Its  first 
yearbook,  published  in  1911,  was  devoted  to  the  subject  "Research 
within  the  Field  of  Education,  Its  Organization  and  Encouragement."^^ 
This  yearbook  furnishes  a  valuable  index  of  the  status  of  educational 
research  at  that  time.  The  major  part  of  the  volume  consists  of  four 
papers  presented  by  Cubberley,^^  Dearborn,^^  Paul  Monroe^*  and 
Thorndike.^^  The  view  of  educational  research  taken  by  each  of  these 
men  was  determined  by  his  interests  and  the  aspect  of  education  being 
considered.  Cubberley  felt  that  the  principal  need  in  educational  ad- 
ministration was  for  the  collection  of  facts. 

This  problem  of  taxation  and  apportionment  is  the  most  thoroughly 
fundamental  problem  in  the  administrative  side  of  education  today.  Careful 
statistical  studies  of  conditions  and  needs  shoidd  be  made  in  each  state,  .... 
With  the  facts  and  figures  thus  collected,  the  campaign  for  a  better  financing 
of  education  can  be  begun." 

He  also  urged  that  studies  be  made  "which  would  do  much  to  help 
along  a  movement  for  rational  county  school  organization."^'  Dear- 
born gave  consideration  to  experimental  research,  his  principal  thesis 
being  "that  so  far  as  the  educational  experimenter  is  concerned,"  many 
problems  thus  far  studied  mainly  in  the  psychological  laboratory  "may 
now  best  be  studied  in  the  form  of  the  school  experiment."^®  He  also 
argued  for  full  use  of  data  already  existing  in  the  form  of  school 
records.  Paul  Monroe  was  concerned  with  cooperation  among  re- 
search workers  in  education.  However,  he  used  "cooperation"  in  no 
narrow  sense.  The  following  statement  makes  clear  both  his  concept 
of  the  term  and  to  a  somewhat  lesser  degree,  the  status  of  educational 
research. 

Co-operation  in  research  is  made  possible  now  by  a  number  of  factors. 
Publishers  are  willing  and  anxious  to  bring  out  the  product;  the  professional 
public  is  clamoring  for  light ;  men  of  wealth  are  willing  to  assist  in  any  such 
effort  that  promises  to  be  of  value;  and  scientifically  trained  students,  inter- 
ested in  education,  are  more  abundant." 


""Research  within  the  Field  of  Education.  Its  Organization  and  Encouragement," 
School  Rcvieiv  Monografhs,  No.  1.     Chicago:     University  of  Chicago  Press,   1911.     71   p. 

""Fundamental    Administrative    Problems." 

''"Experimental  Education." 

""Co-operative   Research    in   Education." 

""Quantitative  Investigations  in  Education:  with  .'Special  Reference  to  Co-operation 
within   this  Association." 

'•/b.rf.,  p.   3. 

"/6!(i.,   p.   4. 

"/bid.,  p.   6. 

'9/fcirf.,    p.    32. 


Ten  Years  of  Educational  Research^  1918-1927  35 

Thorndike  was  interested  in  the  opportunity  and  need  for  quanti- 
tative investigations,  whether  the  investigator  was  primarily  "inter- 
ested in  the  student  body,  in  the  teaching  staff,  in  the  curriculum  and 
material  plant,  in  the  receipts,  in  the  expenditures,  or  in  the  com- 
munity's aims  from  which  all  these  arise  ....  the  number  of 
useful  studies  to  be  made  is,  for  all  practical  purposes,  infinite."^" 
However,  quantitative  investigations  were  dependent  upon  the  de- 
velopment of  "proper  units  and  scales."  Thorndike  outlined  briefly 
several  lines  of  investigation  that  should  be  pursued  as  quickly  as  ap- 
propriate units  and  scales  should  make  it  possible. 

In  so  far  as  the  status  of  educational  research  is  concerned,  the 
most  significant  facts  about  this  group  of  papers  are  those  character- 
istics that  they  possess  in  common  :  their  emphasis  on  the  need  for 
research,  the  opportunity  for  research,  in  brief,  their  forward  look ; 
their  definition  of  problems  ;  and  their  "soft-pedaling"  of  accomplish- 
ments of  the  past.  It  is  true  that  Cubberley  mentioned  "the  pioneer 
studies  of  Elliott  and  Strayer,"-^  that  Dearborn  mentioned  the  experi- 
ments of  Winch,^-  and  that  Thorndike  indicated  that  "the  first  steps 
taken  by  IMeriam,  Strayer,  and  Ruediger  ....  should  encourage 
us,"^^  and  commended  "the  studies  on  eye-movements  made  by  ...  . 
Dodge,  Huey,  Dearborn,  and  Judd."-^  However,  these  were  only  in- 
cidental to  the  more  fully  expressed  expectation  of  and  hope  for 
effective  educational  research  in  the  succeeding  years  which  were 
epitomized  by  Paul  Monroe :  "Truly  a  decade  of  the  future  should 
show  greater  results  than  have  generations  of  the  past."'"^ 

Another  indication  of  the  status  of  educational  research  at  this 
time  is  the  establishment  of  the  Journal  of  Educational  Psychology  in 
January,  1910.  The  complete  title,  The  Journal  of  Educational  Psy- 
chology, Including  Experimental  Pedagogy,  Child  Physiology  and 
Hygiene,  and  Educational  Statistics,  is  indicative  of  the  range  of  the 
articles  that  have  appeared  in  it.  Tn  the  editorial  announcement  in  the 
first  number,  the  editors  voiced  their  belief  "that  the  time  is  ripe  for 
the  study  of  schoolroom  problems  in  the  schoolroom  itself  and  by  the 
use  of  the  experimental  method.  Educational  practice  is  still  very 
largely  based  upon  opinion  and  h}-pothesis,  and  thus  will  it  continue 
until  competent  workers  in  large  number  are  enlisted  in  the  applica- 
tion of  the  experimental  method  to  educational  problems.  Little  more 
than  a  beginning  has  been  made  in  this  important  movement." 


^Op.  cit.,  p.   34. 
"/fcid.,  p.  4. 
^Jbid.,  p.  8-10. 
^Ibid.,  p.   40. 
■*Ibid..  p.  47. 
^Ibid.,  p.  32. 


36  Bulletin  Xo.  42 

Research  techniques.  Before  1918,  the  techniques  employed  were 
crude  in  many  respects,  although  most  of  those  being  used  today 
originated  during  that  period.  The  Thorndike  Handwriting  Scale 
was  published  in  1909 ;  Stone  Arithmetic  Tests  in  1908 ;  Courtis 
Standard  Tests,  Series  A  in  1909 ;  Courtis  Standard  Research  Tests, 
Series  B,  in  1913;  Ayres  Handwriting  Scales  in  1912  and  1915;  and 
the  Binet  General  Intelligence  Tests  in  1905  and  1908.  Otis  and  others 
had  devised  group  intelligence  tests  just  prior  to  1918.  Judd  and  his 
co-workers  had  developed  apparatus  for  photographing  eye-movements 
in  reading.  Thorndike's  well-known  volume.  Introduction  to  the 
Theory  of  Mental  and  Social  Measurements,-'^  was  published  in  1904 
and  revised  in  1913.  Although  Cattell  and  other  psychologists  had  been 
using  somewhat  refined  statistical  methods,  the  appearance  of  this  book 
may  be  taken  as  the  beginning  of  the  application  of  statistical  methods 
to  educational  problems.  Two  English  books,  one  by  Brown.-'  and  the 
other  by  Yule,'*  came  from  the  press  in  1911.  Although  Brown's 
treatise  received  some  use  in  this  country  and  Yule's  was  very  com- 
monly used  in  courses  in  statistics  given  by  departments  of  mathe- 
matics and  economics,  they  did  not  meet  satisfactorily  the  need  in 
education.  In  1917,  however,  Rugg's  Statistical  Methods  Applied  to 
Education  appeared.-^  This  book,  which  dealt  with  tabulation,  aver- 
ages, variability,  rectilinear  correlation,  the  normal  frequency  curve, 
and  so  forth,  in  easily  understood  language,  began  at  once  to  receive 
wide  use.  It  was  commonly  employed  as  a  textbook  in  universities  and 
teacher-training  institutions,  and  served  to  give  thousands  of  workers 
in  the  field  of  education  an  elementary  but  practical  knowledge  o^ 
statistical  methods. 

Development  of  the  questionnaire.  Sir  Francis  Galton  has  beer 
credited  with  having  devised  the  method  of  the  questionnaire  aboul 
1875,^°  but  it  is  evident  that  this  means  of  gathering  data  was  in  use 
prior  to  his  time.  For  instance,  forty  years  earlier,  at  a  meeting  oi 
the  Statistical  Section  of  the  British  Association  in  Bristol  in  1836, 


!• 


ot 
A"; 

tOI 

iod 

IIii 
Liz 


^•Thorndike,   E.   L.     Introduction   to   the    Theory  of  Mental  and  Social  Measurements. 
New  York:     Teachers  College,   Columbia  University,   1904.     277   p. 

The  stimulation  of  Boas,  at  Columbia  University,  and,  less  directly  that  of  fialton  ai; 
his    pupil    and    colleague,    Pearson,    undoubtedly    had    much    to    do   with    the    writing    of    thi 
book.      Karl   Pearson   has   unquestionably   made    more    extensive   contributions   to   the   develo; 
ment  of  statistical  methods  than  anyone  else  and  is  generally  ranked  as  the  leading  statistic! 
of   the    world.      His   work    has    appeared   chiefly    in    Biometrika    and    the    publications    of    t 
Royal    Society. 

-'Brown,    William.       The    Essentials    of    .\[cntal    Measurement.      London:      Cambrid 
University   Press,    1911.    152   p. 

^Yule,  G.  U.     An  Introduction  to  the  Theory  of  Statistics.     London:     Charles  Gri 
and   Company,    1911.     376   p. 

=="Rugg,   H.   O.     Statistical  Methods  Applied  to  Education.     Boston:      Houghton  Miffli 
Company,    1917.     410   p. 

'"Henderson,  E.  X.     "Francis  Galton,"  Cyclopedia  of  Education,  Vol.   3.     Xew  Vorl 
The    Macniillan    Company.    1012,    p.    4. 


■«C 


Ten  Years  of  Educational  Research,  1918-1927  Zl 

there  was  submitted  "a  short  paper  on  the  State  of  Education  in  that 
City,  founded  on  returns  obtained  by  circuhir  from  the  clergy  and 
other  ministers  of  religion. "-"^  It  is  significant  that  the  writer  of  this 
paper  was  aware  of  the  imperfections  of  the  questionnaire:  "Those 
returns  were  professedly  and  from  the  very  nature  of  the  mode  of 
inquiry,  partial  and  imperfect."  In  another  committee  report,  this 
statement  appears:  "It  is  impossible  to  expect  accuracy  in  returns 
obtained  by  circulars,  various  constructions  being  put  upon  the  same 
question  by  different  individuals,  who  consequently  classify  their  re- 
plies upon  various  principles."^- 

The  fact  that  the  questionnaire  method  was  being  employed  in 
the  United  States  contemporaneously  with  these  early  investigations  in 
England  is  evident  from  some  of  the  activities  of  Henry  Barnard.  In 
his  efforts  to  secure  information  relative  to  educational  conditions  in 
Connecticut,  he  made  use  of  a  questionnaire  that  included  the  follow- 
ing among  its  questions : 

When  was  the  school-house  erected? 

What   arrangements   are   there    for   the    seating   of   pni)ils? 
What  educational  periodicals  do  you  take? 
Are  the  pupils  classified  according  to  age? 

What  improvements  do  you  consider  desirable  in  the  organization  or 
administration  of  your  school?" 

Sigismund,  in  his  pioneer  work  on  child  psychology,  secured  many 
of  his  data  by  means  of  the  questionnaire.  In  the  Introduction  to 
Kind  und  Welt,  published  in  1856,  he  stated,  "I  concluded  therefore  to 
put  together  the  results  of  my  observations  and  to  send  them  in  copy 
to  several  mothers  of  good  judgment,  in  order  to  obtain  through  them 
a  collection  of  methodical  biographies  of  children,  from  which,  by 
induction,  I  might  derive  those  laws  of  human  development  for  which 
I  had  sought  in  vain  in  books. "^*  A  similar  method  was  employed  by 
Lazarus^'*^  in  his  study  of  the  content  of  children's  minds.  This  investi- 
gation, which  was  carried  on  at  Berlin,  in  1870,  served  as  a  model  for 
G.  Stanley  Hall,^^  who  began  his  study  in  Boston  in  1880  for  the  pur- 
pose of  obtaining  information  relative  to  the  knowledge  possessed  by 


''Committee  of  the  Statistical  Society  of  Bristol.  "Statistics  of  Education  in  Bristol," 
Journal  of  the  Statistical  Society  of  London,  4:250,  October,   1841. 

""Report  of  a  Committee  of  the  Manchester  Statistical  Society  on  the  State  of 
Education  in  the  County  of  Rutland  in  the  Year  1838,"  Journal  of  the  Statistical  Society 
of  London,   2:303,   October,   1839. 

^'"Common  Schools  in  Connecticut,"  Barnard's  American  Journal  of  Education, 
1:669-722,   May,   1856. 

'*Sigisraund,  B.  Kind  und  Welt.  Bruo.  F.,  Vieweg,  1856,  p.  10.  Quoted  by  Gault, 
R.  H.  "A  History  of  the  Questionnaire  Method  of  Research  in  Psychology,"  Pedagogical 
Seminary,   14:369,   September,   1907. 

'^"Bartholomai,  F.  und  Schwabe.  "Der  Vorstellungskreis  der  Berliner  Kinder  beim 
Eintritt  in  die  Schule,"  Berlin  Statistischcs  Jahrbuch,   1870,  p.   59-77. 

'^Hall,  G.  S.  Life  and  Confessions  of  a  Psychologist.  New  York:  D.  Appleton 
and  Company,    1923,   p.   378. 


38  Bulletin  No.  42 

children  on  entering  school.  A  written  questionnaire  of  one  hundred 
items  was  placed  in  the  hands  of  several  teachers,  many  of  whom  used 
it  orally  with  the  children.  Hall  sa3-s  in  regard  to  the  report  of  this 
investigation,  "  'The  Contents  of  Children's  Minds'  attracted  more 
comment,  was  translated  into  more  Languages,  and  set  the  pattern  for 
more  similar  studies  than  anything  I  have  ever  written. "^*^  From  that 
time  on,  the  questionnaire  method  was  much  in  vogue.  Its  use  was 
widespread  among  the  members  of  the  National  Society  for  Child 
Study,  founded  in  1893.  Hall,  as  editor  of  the  Pedagogical  Seminary, 
received  over  twenty  thousand  returns  in  response  to  his  questionnaire 
syllabi. ^^ 

The  preceding  paragraphs  have  indicated  something  of  the  de- 
velopment of  the  questionnaire  as  a  means  of  collecting  data  in  edu- 
cational research.  It  is,  unfortunately,  impossible  to  present  adequate 
quantitative  evidence  of  its  use  during  the  years  just  prior  to  1918.  It 
is  significant,  however,  that  in  1911,  Thorndike  made  the  following 
statement :  "One  vice  of  statistical  studies  in  education  today  is  the 
indiscriminate  use  of  lists  of  questions  as  a  means  of  collecting  data 
by  correspondence."^^  This  statement  implies  a  rather  widespread  use 
of  the  questionnaire  at  this  time,  a  use  which  was  receiving  the  censure 
of  critical  workers.  The  fact  that  the  questionnaire  continued  to  be 
used,  in  spite  of  its  recognized  limitations,  is  shown  by  the  fact  that 
more  than  one-third  of  the  research  articles  to  be  found  in  the  School 
Review  for  1917  were  based  on  this  technique. 

School  surveys.  Although  a  number  of  studies  embracing  many 
features  similar  to  those  now  included  in  school  surveys  had  been  made 
before  1907,  the  use  of  "survey"  to  refer  to  a  study  made  of  the  Pitts- 
burgh schools  in  that  year  appears  to  have  been  the  first  occasion  on 
Avhich  the  term  was  employed  in  such  a  manner.  Very  soon,  however, 
it  began  to  be  used  generally  and  within  three  or  four  years  was  com- 
monly accepted  and  understood.  Not  only  did  the  term  become  com- 
mon, but  the  movement  which  it  represented  soon  became  general,  as 
is  indicated  by  a  bibliography^^  which  lists  about  125  surveys*"  as  being  -, 
made  within  the  ten  years  following  1907.  Apparently  there  were  two  ^ 
chief  causes,  one  economic  and  the  other  scientific,  for  the  rapid  spread 


'«Hall.  op.  cit.,  p.  381. 

"Gault,  R.  H.  "A  History  of  the  Questionnaire  Method  of  Research  in  Psychology," 
I'cdaijngical  Seminary,    14:366-83,   Septeml)er,   1907. 

^'Thorndike,  E.  L.  "Quantitative  Investigations  in  Education,"  School  Review  Mono- 
graph.  Vol.    1,   1911,   p.  43. 

'"Whipple,  G.  M.  (Edited  by).  "Bibliography,  Divisions  H  and  I:  City  Surveys  and 
State,  County,  and  Other  Surveys,"  Seventeenth  Yearbook  of  the  National  Society  for  the 
Study  of  Education,  Part  II.  Bloomington,  Illinois:  Public  School  Publishing  Company, 
1918,   p.    183-90. 

*°Many  of  these  were  not  complete  surveys  but  merely  very  brief  and  partial  ones, 
yet  such  that  the  author  of  the  bibliography  deemed  them  worthy  of  inclusion. 


Ten  Years  of  Educational  Research,  1918-1927  39 

of  the  survey  movement.  The  chief  factor  in  the  former  was  the  desire 
of  the  average  citizen  both  to  Hmit  expenditures  and  to  know  for  what 
they  were  being  made.  The  scientific  influences,  on  the  other  hand, 
had  to  do  with  the  desire  of  educators  to  subject  objectives,  curricula, 
methods  of  teaching  and  of  administration,  and  so  forth,  to  critical 
analysis. 

Three  or  four  years  after  the  Pittsburgh  Survey  came  those  of 
Montclair*^  and  East  Orange,*^  New  Jersey,  and  immediately  follow- 
ing these  the  much  larger  and  more  important  one  of  New  York  City.*^ 
These  three  surveys  differed  from  earlier  ones  in  that  their  chief  pur- 
pose was  to  inform  the  public  concerning  the  schools.  Moreover,  the 
survey  of  New  York  City  was  the  first  in  which  educational  tests  were 
employed  to  assist  in  evaluating  the  efficiency  of  instruction,  Courtis, 
a  member  of  the  Survey  Commission,  having  his  Series  A  Arithmetic 
Test  given  to  about  30,000  children.  Among  other  notable  city  surveys 
before  1918  may  be  mentioned  that  of  Butte,  by  Strayer  and  others/* 
that  of  the  Portland  schools  directed  by  Cubberley,*^  that  of  Salt  Lake 
City"^  by  Cubberley,  that  of  San  Antonio  by  Bobbitt,'*'  and  that  of 
Springfield,  Illinois,  by  Ayres.*®  By  far  the  most  complete,  however, 
was  that  of  the  Cleveland  Public  Schools*^  made  by  Ayres  with  the 
assistance  of  Judd  and  others.  The  report  consisted  of  twenty-five 
volumes,  each  dealing  with  a  different  phase  of  the  public  school  sys- 
tem. Of  the  men  mentioned  above,  three  perhaps  deserve  the  most 
credit  for  the  stimulation  and  guidance  of  the  school  survey  movement ; 
.\yres  and  Cubberley  were  prominent  in  its  very  early  stages,  and 
Strayer  became  one  of  the  leaders  soon  thereafter. 

At  first,  there  was  a  tendency  to  devote  most  attention  to  the  legal 
aspects  of  the  public  schools,  the  status,  powers,  and  organization  of 
boards  of  education,  and  so  forth,  with  buildings  and  building  pro- 
grams perhaps  ranking  second.     Even  after  the  New  York  Survey,  it 


"Hanus,  P.  H.  "Report  on  the  Programme  of  Studies  in  the  Public  Schools  of 
Montclair,   X.   J."     Cambridge,   Mass.,    1911.     28   p. 

""Report  of  -the  E.xamination  of  the  School  System  of  East  Orange,  New  Jersey." 
East  Orange,  N.  J.:     Board  of  Education,   1912.     64  p. 

""Final  Report  of  Committee  on  School  Inquiry.  Board  of  Estimate  and  Apportion- 
ment."    New   York  City:     The  Committee,    1911-1913.     3  vols. 

"Strayer,  G.  D.  (Director).  "Report  of  the  Survey  of  the  School  System  of  Butte, 
Montana."     Butte,   Montana:      Board  of  School   Trustees,    1914.      163   p. 

^^"Report  of  the  Survey  of  the  Public  School  System  of  School  District  No.  1, 
Multnomah  County,   Oregon,    City   of   Portland."     Portland:      The   Committee,    1913.     441    p. 

Also  published  as  follows: 

Cubberley,  E.  P.,  ct  al.  Portland  Survey.  Yonkers:  World  Book  Company,  1916. 
441  p. 

""Report  of  a  Survey  of  the  Public  School  System  of  Salt  Lake  City,  Utah."  Salt 
Lake  City:     Board   of   Education,  June,   1915.     324  p. 

■"Bobbitt,  Franklin.  "A  Survey  of  the  San  Antonio  Public  School  System."  San  An- 
tonio, May,   1915.     257  p. 

**Ayres,  L.  P.  The  Public  Schools  of  Springfield,  Illinois.  New  York:  Russel  Sage 
Foundation,   1914.     152  p. 

*'Ayres,  L.  P.  (Director).  "The  Cleveland  Education  Survey."  Cleveland:  Survey 
Committee  of  the  Cleveland  Foundation,   1915-1916.     Vols.   1-26. 


40  Bulletin  No.  42 

was  several  years  before  the  measurement  of  achievement  came  to 
occupy  the  prominent  place  that  it  has  held  more  recently.  With  the 
exception  of  the  use  of  intelligence  tests,  however,  practically  all  of 
the  phases  covered  in  most  modern  school  surveys  were  being  dealt 
with  to  some  extent  during  this  period.  It  may  be  said  that  by  1918 
the  movement  was  thoroughly  accepted,  that  methods  were  fairly  well 
standardized,  that  it  was  even  expected  that  progressive  city  systems 
would  have  school  surveys  made  every  few  years,  and  that  several 
state  surveys''"  had  already  been  published. 

The  child  study  movement.  Although  G.  Stanley  Hall"^  dis- 
claims all  credit  for  originating  the  child  study  movement,  there  is 
little  reason  to  doubt  that  he,  above  all  others,  was  most  responsible 
for  its  early  development  in  the  United  States.  Reference  has  been 
made  on  pages  37-38  to  his  early  work  in  Boston  in  1880.  His  responsi- 
bilities at  Johns  Hopkins,  and  later,  his  duties  as  first  president  of  Clark 
University,  prevented  his  return  to  this  field  until  1893.  In  1894,  he 
printed  the  first  of  a  series  of  questionnaire  syllabi  in  an  efifort  to  secure 
data  pertaining  to  children.  Although  some  of  these  syllabi  had  to  do 
primarily  with  child  psychology',  many  were  in  the  field  of  education, 
some  of  the  topics  being,  "The  Beginnings  of  Reading  and  Writing," 
"Moral  Education,"  "School  Statistics,"  "Number  and  Mathematics," 
"Examinations  and  Recitations,"  and  "Some  Characteristics  and  Tend- 
encies of  School  Children  in  the  Grades."  The  wide  distribution  of 
these  questionnaire  syllabi  resulted  in  interesting  people  in  child  study, 
not  only  in  the  United  States,  but  in  other  countries  as  well.  Fre- 
qently,  the  recipient  merely  answered  the  questionnaire  and  returned 
it  to  Hall.  Sometimes,  teachers  would  place  the  questionnaire  on  the 
blackboard  and  get  "returns"  from  their  pupils.  In  a  few  cases,  in- 
terested persons  re-distributed  the  questionnaire,  and  upon  writing  up 
their  investigation  would  send  it  for  publication  to  Hall  as  editor  of 
the  Pedagogical  Sc}ni)wry.  The  magnitude  of  the  child  study  move- 
ment in  the  early  years  of  this  century  is  shown  by  the  following 
quotation  from  Hall.  -|| 

"Most  of  the  so-called  "state  surveys"  published  prior  to  191S  were  very  general,  the 
reports  occupying  perhaps  only  twenty  or  thirty  pages,  but  there  had  been  several  more 
complete  and  elaborate  ones.     As  examples  of  these  the   following  may  be  cited:  I 

Sargent,  C.  G.  "The  Rural  and  Village  Schools  of  Colorado.  An  Eight- Year  Survey  I 
of  Each  School  District,  1906-13,  Inclusive,"  Colorado  AgrUuUural  College,  Series  14,  No.  ' 
5,   1914.     106  p. 

"A  General  Survey  of  Public  High-School  Education  in  Colorado,"  University  CT 
Colorado  Bulletin.  Vol.  14.  October,   1914.     92  p. 

Brittain,  H.  L.  "Report  to  the  Governor  of  Ohio  by  the  Ohio  State  School  Com- 
mission."    Columbus:     F.  J.   Heer  Printing  Company,   1914.     352  p. 

'•Hall,  G.  S.  Life  and  Confessions  of  a  Psyeholoijist.  New  York:  D.  Appleton  and 
Company,    1923,   p.   378. 


ll,* 


Ten  Years  of  Educational  Research,  1918-1927  41 

The  movement  of  child  study  was,  however,  by  no  means  limited  to 
questionnaire  methods  ....  To  understand  the  full  scope  of  genetic 
paidology  we  may  here  refer  to  the  annual  bibliography  printed  at  Clark  by  L.  N. 
Wilson  from  1898  to  1911  each  year  containing  from  three  or  four  hundred  at 
first  to  nineteen  hundred  titles  in  1910."^" 

Research  activities  before  1918.  Some  indications  of  research 
activities  prior  to  1918  have  appeared  in  the  preceding  pages,  but  a 
more  explicit  consideration  is  needed  in  order  to  give  a  true  descrip- 
tion. The  facts  that  there  were  only  very  limited  formal  provisions  for 
educational  research  until  near  the  close  of  this  period,  that  practically 
no  achievements  tests  were  available  until  about  1915,  and  that  group 
intelligence  tests  were  not  available  until  after  1918  probably  suggest 
that  relatively  little  significant  research  was  completed  before  1918. 
However,  examination  of  published  reports  of  research  reveals  a  num- 
ber of  important  studies.    A  few  of  these  are  described  briefly.^^ 

1.  Transfer  of  training.  Although  a  number  of  the  studies  of 
transfer  of  training  fall  in  the  field  of  pure  psychology  rather  than  in 
education,  it  is  appropriate  to  note  the  research  bearing  on  this  subject. 
In  1916,  H.  O.  Rugg  published  an  analytical  summary  of  the  "experi- 
mental literature  of  mental  discipline."^*  He  listed  twenty-nine  studies, 
the  earliest  of  which  bears  the  date  1890.  Two  others  appeared  before 
1900  and  only  six  others  during  the  next  five  years,  but  twenty  are 
listed   for  the  period   1906-16.     These   facts   indicate  the  growth   of 

esearch  in  this  field  during  the  period  considered  by  Rugg.    It  is  sig- 
nificant that  although  ten  of  the  investigators  studied  transfer  under 
choolroom  conditions  only  one  such  study  was  made  before  1906. 

2.  Retardation  and  elimination.    In  1904,  Superintendent  Maxwell 
f  New  York  City  included  in  his  annual  report  an  age-grade  studv 

)f  the  elementary  schools  of  that  city.^^  The  appearance  of  this  report 
ippears  to  have  stimulated  interest  in  the  questions  of  retardation  and 
limination.  Within  a  period  of  less  than  ten  years  a  number  of 
elaborate  studies  were  inade,  of  which  Thorndike's  study,  "The  Elimi- 
lation  of  Pupils  from  School,"^®  in  1907  appears  to  have  been  the  first. 
t  was  concerned  chiefly  with  elimination,  but  some  attention  was  given 
o  retardation  and  acceleration.  A  couple  of  years  later,  1909,  Ayres 
mblished  a  somewhat  more  comprehensive  investigation  under  the  title 


Sum! 

i  Xd  "Hall,  o/j.  cit.,  p.  392. 

H  "Studies   in   the   fields   of  educational   measurements   and   curriculum   construction   have 

ilv  'W***  been  included  here.      For  research  in  these  fields  see  Chapters  IV  and  V. 

H  "Rugg,    H.    O.       The    Experimental    Determination    of    Mental    Discipline    in    School 

iQfXtudies.     Baltimore:      Warwick   and    York,   Inc.,    1916.      132   p. 

n  "Maxwell,    W.    H.      "Sixth   Annual    Report    of   the    City    Superintendent    of    Schools." 

iaiiir«w  York,   1904,  p.  42-49. 

'"Thorndike,    E.    L.      "The    Elimination    of    Pupils    from    School,"    U.    S.    B-iireaii    of 
ducation  Bulletin,  No.  4.     Washington:     Government  Printing  Office,   1907.     63  p. 


« 


42  Bulletin  No.  42 

"Laggards  in  Our  Schools. "=^  In  1911,  Strayer  published  a  study^®  that 
presented  age-grade  data  for  a  number  of  city  school  systems,  colleges, 
and  universities.  In  the  same  year  two  other  reports  appeared,  one"'^  of 
which  dealt  chiefly  with  the  progress  of  pupils,  rather  than  with  age- 
grade  conditions,  and  the  other*^°  with  retardation.  These  pioneer 
studies  have  served  as  models  for  numerous  inquiries.  IMost  school 
surveys  and  many  annual  reports  of  city  superintendents  have  included..; 
an  age-grade  table  from  which  conclusions  relative  to  retardation  and 
elimination  have  been  drawn. 

As  implied  in  the  preceding  sentence,  measures  of  retardation  and 
elimination  were  usually  derived  from  an  age-grade  table  that  showed 
the  number  of  pupils  of  each  age  group  belonging  in  each  grade. 
Obviously,  this  technique  does  not  lead  to  accurate  measures  of  re- 
tardation, because  the  age  of  entering  school  is  not  the  same  for  all 
children.  In  his  1909  study,  Ayres  devoted  one  chapter  to  "rates  of 
progress"  and  set  up  a  progress  table  in  which  "years  in  school"  wa 
used  instead  of  chronological  age.  However,  this  technique  appears  to 
have  attracted  relatively  little  attention,  and  during  this  period  prac 
tically  all  investigators  employed  the  age-grade  technique. 

3.  Teachers'  marks.  A  large  number  of  studies  prior  to  1918 
related  to  teachers'  marks.  Three  general  techniques  were  employed. 
In  one  group  of  investigations,  distributions  of  marks  were  studied. 
The  study  by  Meyer*^^  at  the  University  of  Missouri  appears  to  have 
been  the  first  of  this  t3'pe  to  attract  much  attention.  By  tabulating 
separately  the  marks  for  different  instructors,  he  found  that  the  dis- 
tributions differed  widely.  In  a  second  type  of  investigation,  the  marks 
received  by  the  same  pupils  in  successive  years  were  compared.  Ii 
1909,  Dearborn*"'-  reported  a  study  in  which  he  compared  the  grades 
received  by  certain  students  in  high  school  with  those  received  in  col 
lege.  In  1911,  Carter''^  compared  the  marks  received  by  the  eighth' 
grade  pupils  in  certain  elementary  schools  of  J\Iilwaukee,  Wisconsi 
with  the  marks  these  same  pupils  received  when  they  entered  a  centr 


"Ayres,  L.  P.  Laggards  in  Our  Schools.  New  York:  Charities  Publication  CoB 
mittee,    1909.     236   p. 

"^Strayer,   G.   D.     "Age  and  Grade  Census  of  Schools  and  Colleges,"  U.  S.  Bureau 
Education  Bulletin,   No.   .S.     Washington:     Government   Printing  Office,    1911.      144  p. 

'»Keyes,  C.  H.  "Progress  Through  the  Grades  of  City  Schools,"  Teachers  Collegi 
Columbia  University  Contributions  to  Education,  No.  42.  New  York:  Bureau  of  Public* 
tions,  Columbia  University,     1911.     79  p.  I 

«»nian,   L.   B.     "A   Special   Study  of   the   Incidence   of  Retardation,"    Teachers  Collegi 
Columbia   Unirer.'tity   Contributions  to   Education,   No.   40.     New   York:      Bureau   of   Public 
tions,  Columbia  University,   1911.      Ill   p. 

"Meyer,   Max.     "The   Grading  of  Students,"  Science,   28:243-52. 

'^Dearborn,    W.    F.      "The    Relative    Standing    of    Pupils    in    High    School    and    in 
University,"    University  of  Wisconsin   Bulletin,   No.    312,   1909.     44   p. 

''Carter,   R.   E.     "Correlation   of  Elementary  Schools  and  High  Schools,"  Elementa 
School   Teacher,    12:109-18,   November,    1911. 


Ten  Years  of  Educational  Research,  1918-1927  43 

high  school.  The  third  technique  was  employed  by  Starch  and  Elliott, 
who  had  facsimile  copies  of  an  examination  paper  in  English  marked 
by  a  number  of  teachers  of  that  subject."*  Later,  they  made  similar 
studies  in  geometry  and  history.  In  1914,  F.  J.  Kelly  reported  a  com- 
prehensive study  of  teachers'  marks*'^  in  which  he  employed  each  of 
these  three  techniques,  as  well  as  certain  additional  ones.  The  work 
of  Starch  and  Elliott  and  of  Kelly  was  very  intiuential  in  arousing  in- 
terest in  the  study  of  teachers'  marks,  and  in  stimulating  numerous 
other  investigations. 

4.  Chicago  reading  studies.  The  Chicago  reading  studies,  due 
largely  to  the  inspiration  of  Charles  H.  Judd,  Director  of  the  School 
of  Education  since  1909,  involve  a  unique  research  technique.  During 
the  period  of  liis  appointment  at  Yale  University,  1902-9,  Judd  de- 
vised the  "kinetoscopic  photographic  method"  for  the  study  of  eye- 
movements.  His  experience  at  Yale  was  supplemented  by  the  work 
of  Dearborn,  who  had  worked  with  apparatus  devised  by  Dodge.  After 
Dearborn  left  the  University  of  Chicago,  Freeman  continued  experi- 
mentation with  his  apparatus;  and  during  the  scholastic  year  of  1913- 
14,  Schmidt*^"  carried  on  a  study  of  eye-movements  in  reading  under 
the  direction  of  Judd  and  Freeman.  In  June,  1915,  the  Department  of 
Education  of  the  University  of  Chicago  received  an  appropriation  from 
the  General  Educational  Board  for  laboratory  studies  in  reading  and 
writing.  During  the  scholastic  year  of  1915-16,  C.  T.  Gray  improved 
the  apparatus  left  by  Dearborn  and  carried  on  a  series  of  studies.*'^  In 
1918,  Judd  reported  the  results  of  two  years  of  experimental  work  on 
reading,  of  which  Gray's  study  was  one  phase.''*  Although  other  tech- 
niques were  employed,  the  photographing  of  the  eye-movements  of 
readers  is  the  distinctive  characteristic  of  this  experimental  work.  By 
means  of  a  somewhat  elaborate  apparatus,  a  continuous  record  of  the 
subject's  eye-movements  was  secured  on  a  film.  By  comparing  this 
record  with  the  text  read  and  the  conditions  under  which  the  reading 
was  done,  certain  conclusions  became  apparent.*'® 


iifiii 


"Starch,  Daniel  and  Elliott,  E.  C.  "Reliability  of  Grading  High-School  Work  in 
English,"  School  Reviciv,   20:442-57,   September,    1912. 

""Kelly,  F.  J.  "Teachers'  Marks,"  Teachers  Collef/e,  Columbia  University  Contributions 
to  Education,  No.  66.  New  York:  Bureau  of  Publications,  Columbia  University,  1914. 
139  p. 

"Schmidt,  W.  A.  "An  Experimental  Study  in  the  Psychology  of  Reading,"  Supple- 
mentary Educational  Monographs,  Vol.  1,  No.  2.  Chicago:  The  University  of  Chicago 
Press,  1917.  126  p.  Chapter  II  of  this  monograph  gives  a  description  and  summary  of 
previous  studies. 

"Gray,  C.  T.  "Types  of  Reading  Ability  as  Exhibited  Through  Tests  and  Laboratory 
Experiments,"  Supplementary  Educational  Monographs,  Vol.  1,  No.  5.  Chicago:  The 
University   of  Chicago    Press,    1917.      196   p. 

"^Judd,  C.  H.,  et  al.  "Reading:  Its  Nature  and  Development,"  Supplementary 
Educational  Monographs,  Vol.  2,  No.  4.  Chicago:  The  University  of  Chicago  Press,  1918. 
192  p. 

"^The  laboratory  studies  of  reading  carried  on  at  the  University  of  Chicago  since 
1917  are   described  in   Chapter   III,   p.   70-71. 


44  Bulletin  No.  42 

5.   Other  types  of  educational  researcli.    The  studies  described  in 

the  preceding  pages  do  not  represent  all  of  the  educational  research 

prior  to  1918.     Until  about  1910,  history  of  education  was  a  favorite 

field  of  inquiry.    Referring  to  the  period  around  1900,  Henry  Suzzallo 

says: 

The  methods  of  that  day  were  not  exact  in  educational  thinking.  The 
comparative  and  statistical  inquiries  of  the  educational  administrators  had  not 
yet  transformed  that  field  of  practice;  nor  had  the  educational  psychologists 
begun  their  scientific  work  in  tests  and  measurements.  The  one  field  of  educa- 
tional study  which  possessed  a  thoroughgoing  scholarly  method  of  inquiry  was 
the  history  of  education.  It  set  the  standard  for  graduate  study  and  established 
an  ideal  of  accurate  investigation  for  students  of  education.  Its  demand  set 
up  a  standard  of  respectability  for  every  other  field  of  educational  thought.'" 

In  commenting  on  the  influence  of  Paul  Monroe,  Professor  of  History 
of  Education  at  Teachers  College  who  became  a  member  of  the  faculty 
in  1897,  Cubberley  says : 

In  a  published  list  of  Doctor  of  Philosophy  degrees  granted  at  Teachers 
College,  from  1899  to  1921,  the  theses  for  forty-six  of  the  one  hundred  and 
ninety-one  degrees  have  been  in  the  field  represented  by  the  work  of  Professor 
^lonroe.'' 

There  were  a  few  studies  in  educational  finance,  but  this  field  of 
educational  research  did  not  become  prominent  until  after  1917.  There 
were  also  a  few  attempts  to  evaluate  methods  of  teaching  and  other 
procedures  by  experimentation  under  school  conditions.  In  fact,  for 
almost  all  types  and  fields  of  educational  research,  it  is  possible  to 
identify  beginnings  prior  to  1918. 

Concluding  statement.  The  foregoing  account  of  the  pioneer 
period  of  educational  research  is  convincing  evidence  that  the  idea  of 
research  in  education  had  become  firmly  established  by  1918.  The  ex- 
tremely hostile  attitude  that  existed  in  1897  when  Rice  reported  his 
findings  relative  to  spelling  before  the  Department  of  Superintendence'^ 
had  been  replaced  by  a  distinctly  friendly  attitude.  By  1917,  stand- 
ardized educational  tests  were  beginning  to  be  widely  used ;  research 
departments  were  being  established  in  public  school  systems  as  well 
as  in  teacher-training  institutions;  most  of  the  instruments  and  tech-, 
niques  of  educational  research  employed  today  had  been  devised,  at. 
least  in  crude  form ;  a  number  of  important  studies  had  been  com- 
pleted ;  courses  in  statistical  methods  and  other  research  techniques 
were  beginning  to  be  offered  in  departments  of  education.   The  period 


'"Suzralo,    Henry.      '"Introduction,"    p.   xiii   i«  .• 

Kandel,    I.    L.,    et   al.      Twenty-five    Years  of  American    Education.      New   York:      Thej 
Macmillan  Company,   1924.     469  p. 

"Cubberley,    E.    P.      "Public    School    Administration,"   p.    ISO    in: 
Kandel,   op.   cit. 
'■Sec  p.   30. 


Ten  Years  of  Educational  Research,  1918-1927  45 

of  pioneering  was  nearing  its  close ;  in   fact,  one  might  say  that  in 
many  respects  it  had  ended  by  1918. 

No  attempt  has  been  made  in  this  chapter  to  summarize  the  re- 
sults of  studies,  but  it  is  obvious  that,  although  the  findings  tended  to 
be  fragmentary  and  some  are  ncjw  known  to  be  partially  or  wholly 
erroneous,  several  important  contributions  had  been  made  to  our 
knowledge  in  the  field  of  education  before  1918.  It  is  true  that  some 
studies  did  little  more  than  provide  convincing  evidence  for  beliefs 
growing  out  of  experience,  but  even  in  such  cases  the  research  may  be 
considered  to  have  made  an  important  contribution. 


CHAPTER  III 
A  GENERAL  SURVEY  OF  THE  PERIOD  1918-1927 

Quantity  production  attained.  As  indicated  in  the  Foreword,  edu- 
cational research  today  appears  to  have  attained  the  status  of  "quantity- 
production."  Prior  to  1918,  only  seven  bureaus  or  departments  of 
educational  research  had  been  established  in  teacher-training  institu- 
tions, and  only  eighteen  in  connection  with  public  school  systems.  In 
1925-26,  the  latest  date  for  which  information  is  available,  the  corre- 
sponding numbers  were  twenty-nine  and  sixty-nine.^  The  trend  of 
this  period  is  also  shown  by  Table  I,  which  gives  the  number  of  doctors' 
theses  in  education  by  years  for  the  period  from  1918  to  1927.  The 
average  number  of  theses  during  the  first  five  years  is  55.  In  1923. 
the  number  increased  to  94,  and  in  1926  to  181.  That  this  latter  figure 
does  not  represent  an  abnormal  or  temporary  condition  is  indicated  by 
the  fact  that  189  theses  were  reported  for  1927.  This  same  trend 
toward  quantity  production  is  also  shown  by  Table  lA  and  Figure  1, 
which  give  the  number  of  "Reports  of  Educational  Research  and  Re- 
lated Materials"  by  years  for  the  period  1918  to  1927.  It  is  clear  that 
the  rapid  increase  in  production  began  about  1922.  This  list,  which 
appears  as  Chapter  II  of  Part  II  of  this  bulletin  does  not  include  arti- 
cles in  periodicals,  and  certain  other  materials,  but  the  total  number  of 
items  is  3,714.  If  reports  of  research  published  as  articles  in  periodi- 
cals and  all  unpublished  studies^  had  been  included,  the  total  would 
probably  have  been  twice  as  large.  Similar  data  are  not  available  for 
the  period  1908-17,  but  it  is  certain  that  the  number  of  reports  of  ed- 
ucational research  and  related  publications  would  be  much  less  than 
the  total  for  the  period  1918-27.  It  seems  reasonable  to  estimate  that 
tlie  number  for  the  earlier  period  was  not  more  than  one- fourth  of 
the  total  for  the  latter. 

These   facts  appear  to  justify  the  use  of  the  phrase,  "quantity 
production"  as  descriptive  of  the  present  status  of  educational   re- '. 
search.    It  is,  of  course,  true  that  much  of  what  is  labeled  educational 
research  probably  is  not  real  research.^     This  fact,  however,  does  not 
appear  to  invalidate  the  use  of  the  term  "quantity  production." 

Faith  in  objective  methods.  Another  significant  aspect  of  edu- 
cational research  during  the  past  ten  years  is  the  faith  in  objective  | 


'Ch.ipman,   H.   R.     "Organized  Research  in   Education,"   Ohio  State  UniTcrsity  Studies, 
Bureau    of    Educational    Research    Monographs,    No.    7.      Columbus,    Ohio:      The    Ohio    State] 
University  Press,   1927,  p.   19. 

^A  few  of  the  doctors'  theses  included  have  not  been  published. 

'See  p.  27. 

46 


Tex  Years  of  Educational  Research,  1918-1927 


47 


Table  I 
Number  of  Doctors'  Theses  ix  Educatiox,  1918-27 


Institution 


5  ton  College 

.    ston 

brown 

l<ryn  Mawr. . . 
'  -;!ifornia».  . .  . , 

rnegie 

iholic 

Lniversity''.  , 
cage 

xinnati.  ... 

.rk 

rnell , 


„    nver 

George 

Washington. 
'■  .rvard'= 

nois 

iiana 


va 

..ns 

Hopkins 

Kansas 

Michigan 

Minnesota 

Missouri 

New  York 

Ohio  State 

Oregon 

Peabody 

Pennsylvania... 
Kttsburgh.  .  . . , 
South  Carolina, 
Southern 

California 

Stanford 

Syracuse 

Teachers 

College 

Texas 

Tulane 

Washington. . . , 
Wisconsin.  .  .  . , 
Vale 


Total. 


1918 

1919 

1920 

1921 

1922 

1923 

1924 

1925 

1 

1 

1 

1 

2 

2 

1 

1 
1 

1 

1 

2 

6 

6 

4 

2 

1 

3 

1 

2 

1 

4 

1 

5 

1 

3 

4 

6 

/ 

12 

7 

\ 

3 

1 
2 

1 
2 

1 

1 

1 

1 

2 

2 

2 

3 

1 

5 

4 

3 

5 

3 

11 

7 

14 

1 

2 

2 

1 

2 
1 

2 
2 

5 

3 

6 
1 

1 

4 
2 

5 

1 

7 
1 

11 

1 

1 

4 

1 

4 

2 

1 

1 

3 

3 

2 

1 

1 

1 

9 

9 

5 

1 

5 

8 

8 

8 

1 

1 

3 

9 

6 

1 

1 

3 

2 

5 

5 

1 

5 

1 

3 

3 

1 

4 

7 
2 
1 

3 

3 

1 

2 

1 

6 

1 

1 

1 

18 

11 

19 

12 

18 

23 

1 
2 

38 
1 

1 

45 
2 

3 

1 

4  • 

1 

2 

3 

1 

1 

3 

3 

3 

■  53 

50 

61 

43 

68 

94 

110 

137 

1926 


1 

16 

1 

1 

10 


3 

6 

4 

11 

10 

16 
2 
1 


56 
2 


1927 


9 

2 

3 

16 


13 

11 

1 

12 

2 

1 


59 
1 

7 

3 

10 


Total 
1918-27 


2 
5 
8 
1 
38 
1 

28 

59 

5 

7 

11 

1 

11 
77 
13 
7 
68 

5 

2 

14 

21 

7 

77 

35 

1 

51 

28 

5 

1 

1 

29 

3 

299 

5 

1 

11 

24 

24 


181 


189 


986 


"The  frequencies  for  California  include  the  following  Ed.  D.  theses:  1922-5;  1923-4;  1924-1; 
1925-1;  1926-3;  1927-4. 

''Includes  Catholic  Sisters  College. 

=The  frequencies  for  Har\ard  include  the  following  Ed.  D.  theses:  1921-5;  1922-3;  1923-11  ; 
1924-6;  1925-13;  1926-15;  1927-9. 

methods.  Some  persons  appear  to  think  of  the  employment  of  ob- 
jective methods  as  constituting  educational  research.*  In  a  number 
of  reports  of  educational  research,  there  is  evidence  that  the  author  be- 
lieved that  if  his  data  were  objective,  the  conclusions  were  indisputable, 
and,  conversely,  that  if  his  data  were  lacking  in  objectivity-,  the  con- 
clusions were  not  dependable.  For  example,  this  faith  in  objective 
methods  is  reflected  in  a  report  of  "The  Winnetka  Social-Science  In- 
vestigation."   The  authors  assert : 

*See  p.  22-24. 


48 


Bulletin  No.  42 


This  work  has  proceeded  to  the  point  where  we  know  definitely  what  per- 
sons, places,  dates,  and  events  must  be  known  to  the  child  if  he  is  to  become  an 
intelligent  member  of  societj'.  We  know  further  the  relative  importance  of 
these  items.  .  .  .^ 

The  complete  article  makes  it  clear  that  in  the  minds  of  these  authors 
the  basis  of  their  assertion  that  they  "know  definitely"  is  the  ob- 
jectivity of  the  methods  employed.  Later  in  the  article,  they  label  the 
investigation  as  being  "strictly  scientific,"  which  appears  to  mean  that 
the  conclusions  were  independent  of  the  opinions  or  prejudices  of  the 
investigators. 

Table  I A 

Numbers  of  Theses,  Other  Reports  and  Totals 

Included,  by  Years* 


Year 

Theses 

Other 
Reports 

Totals 

1918 

S3 

165 

218 

1919 

50 

170 

220 

1920 

61 

182 

243 

1921 

43 

139 

182 

1922 

68 

238 

306 

1923 

94 

291 

385 

1924 

110 

320 

430 

1925 

137 

291 

428 

1926 

181 

364 

545 

1927 

189 
986 

333 

522 

1918-27 

2,493 

3,479 

*This  table  does  not  include  references  dated  1928  nor 
those  for  which  no  date  is  given.  Also,  a  few  references 
were  inserted  after  the  construction  of  the  table  and, 
therefore,    are    not    included   in    the    figures    given. 


I 


This  worship  of  objective  methods  was  most  prominent  about 
1922  or  1923.  Recently,  as  observed  in  Chapter  I,  there  has  been  a 
growing  recognition  of  the  limitations  of  objective  methods  and  of  the 
need  for  philosophical  methods. 

Popularization  of  educational  research.  A  significant  feature 
of  the  expansion  of  educational  research  has  been  the  encouragement 
extended  to  teachers,  principals,  superintendents,  members  of  faculties 
of  colleges  and  universities,  and  others  not  explicitly  connected  with  a 
research  bureau  or  department.  Several  leaders  have  endeavored  to 
stimulate  classroom  teachers  to  engage  in  experimentation  and  other 
types  of  educational  research.  One  of  the  features  of  a  recent  book'' 
is  a  plea  for  research  by  teachers.  The  author  insists  that  the  teacher 
occupies  a  strategic  position  relative  to  educational  research. 


'^Mohr,  Louise,  and  Washburne,  C.  W.  "The  Winnctka  Social-Science  Investigation," 
lite  Elementary  School  Journal,  23:267,  December,   1922. 

•Buckingham,  B.  R.  Kcsearch  for  Teachers.  New  York:  Silver,  Burdett  and  Com- 
pany, 1926.     386  p. 


Ten  Years  of  Educational  Research,  1918-1927 


49 


No.  Of 
Reports 

55O1 


500 
450 
400' 
350 

300- 
250 

200' 
150 

100' 
50 


0«— T 


I   .  I 


IS  '19  '20    '21  '22   '23  '24-  '25  '26  '27 
Year 


Figure  1.  Numbers  of  Theses,  Other  Reports  and 
Totals  Included,  by  Years 


:li;t>  I         "As  long  as  learning  experiments  arc  handled  by  ps3xhologists  alone  we 
;.!, -khall  make  slow  progress  so  far  as  education  is  concerned.  .  .  .  We  have  a  lot 

I  piecework  but  no  quantity  production.    The  only  persons  who  can  supply  the 

leed  in  this  respect  arc  the  teachers."' 

"These  problems  in  these  bearings  can  never,  in  my  judgment,  be  pursued 

■y  anyone  as  successfully  as  by  the  teacher.'" 

J II  connection  with  such  appeals,  teachers  have  been  told  that 
participation  in  experimentation  and  other  types  of  educational  re- 
search is  relatively  simple  and  requires  little  it   any  special  training;. 


'nuckingham,  op.  cit.,  p.  369. 
Hbid.,  p.  374. 


so  Bulletin  No.  42 

For  example,  in  the  book  just  referred  to,  it  is  asserted  that  "it  is  by 
no  means  necessary  that  you  should  set  up  formal  experiments  in- 
volving control  groups  in  order  to  serve  the  cause  of  education  as  a 
research  worker."^  A  similar  assertion  was  made  in  an  editorial  an- 
nouncement in  the  English  Journal  for  February,  1923,  page  138.  The 
editor  proposed  an  experiment  to  determine  the  relative  merits  of  two 
instructional  procedures.  After  explaining  the  plan  of  the  experiment 
and  soliciting  the  cooperation  of  teachers,  he  stated : 

No  technical  training  in  the  use  of  measurements  will  be  necessary,  and 
there  will  be  no  great  additions  to  the  teacher's  out-of-class  labors.     Only  the    ■ 
collection  of  a   few  samples  of  his  own  pupils'  compositions  and  fairly  close  J    I 
adherence  to  definite  teaching  policies  in  two  classes — these  will  be  the  total  ■    j 
burden  of  each  co-operator. 

The  popularization  of  educational  research  has  been  greatly  aug- 
mented during  the  past  ten  years  by  numerous  grants  from  founda- 
tions, other  organizations,  and  individual  contributors.     The  general  i    t 
attitude  appears  to  be  represented  by  the  Commonwealth  Fund,  estab-  |    I' 
lished  in  1918.    In  1921,  the  directors  created  a  research  fund  of  $100, 
000  a  year  for  a  period  of  five  years.     This  fund  was  used  in  sub 
sidizing,    and   hence   making   possible,    investigations   by   various    in 
dividuals  and  organizations.    The  attitude  of  the  committee  adminis- 
tering the  fund  is  indicated  in  the  following  paragraph  from  a  state 
ment  issued  by  the  secretary  of  the  committee  at  the  end  of  the  first 
year : 

The  Educational  Research  Committee  believes  that  there  should  be  many 
more  appeals  for  subventions  than  have  thus  far  come  to  it  and  that  requests 
should  be  made  by  a  much  wider  range  of  institutions.  Indeed  the  conditions 
of  the  grant  and  the  policy  of  the  committee  are  so  flexible  that  any  first-class: 
project  which  can  be  clearly  defined  and  budgeted  is  likely  to  receive  favorabl 
consideration.  The  committee  meets  three  times  a  year,  in  the  autumn,  in  the^ 
early  spring,  and  in  the  early  summer." 

The  annual  expenditure  for  educational  research  since  1917  ha 
never  been  calculated,  but  the  amount  is  evidently  very  large.  Th 
1926  issues  of  School  and  Society  carried  announcements  of  appro 
priations  and  donations  of  more  than  three  million  dollars  specificalh 
designated  for  educational  research.  The  1927  issues  carried  an 
nouncements  of  more  than  a  million  dollars.  These  amounts  do  no 
include  expenditures  by  city  and  university  bureaus  in  the  course  o 
their  regular  work.  In  addition,  there  were  undoubtedly  many  ex 
penditures  of  the  type  announced  which  received  no  publicity  in  th 
pages  of  School  and  Society.  An  estimate  of  five  million  dollars 
year  for  educational  research  is  apparently  conservative. 


i 


'Buckingham,  op.  cit.,   p.  377. 

'"Editorial.  Elementary  School  Journal,  22:  404,  February,  1922. 


Tex  Years  of  Educational  Research,  1918-1927  51 

Although  most  of  the  grants  from  foundations  and  other  sources 
for  educational  research  have  been  made  to  persons  experienced  in 
such  work,  some  of  the  funds  have  gone,  either  directly  or  in- 
directly, to  persons  rating  as  'amateurs.'"  In  general  it  has  been  rela- 
tively easy  to  secure  financial  assistance  for  a  clearly  defined  project 
and  the  availability  of  funds  has  undoubtedly  been  a  potent  factor  in 
popularizing  this  field  of  activity. 

The  pseudo-simplicity  of  educational  research.  As  implied  in 
some  of  the  preceding  paragraphs,  the  popularization  of  educational 
research  has  been  stimulated  by  the  belief  that  as  a  rule  the  techniques 
required  for  the  study  of  educational  problems  are  relativeh-  simple. 
The  prevailing  attitude  is  strikingly  illustrated  in  the  following  state- 
ment by  T.  L.  Kelley : 

Some  years  ago  I  felt  that  it  would  be  a  rather  simple  m.atter  to  determine 
experimentally  the  relative  influences  of  heredity  and  environment  upon  mental 
performance.  This  appeared  to  involve  merely  a  collection  of  ample  data  of  a 
sort  easily  obtainable,  and  the  analj'sis  of  such  data  by  prosaic  methods.  As  a 
beginning  it  seemed  well  to  examine  tentatively  all  the  statistical  steps  which 
would  arise  in  the  undertaking.  The  attempt  to  do  so  proved  disheartening 
because  of  the  number  of  difficulties  which  it  revealed.  These  were  both  logical 
and  mathematical.  To  meet  the  mathematical  ditficulties  certain  new  m.easures 
have  been  derived  .  .  .  and  are  used  here  for  the  first  time  in  an  experimental 
study.  To  meet  the  logical  difficulties  a  number  of  explicit  functional  definitions 
If^are  herein  given. 

Since  the  final  issues  of  the  study  deal  with  heredity  and  environment  it 
has  been  necessary  to  arrive  at  certain  quantitative  measures  of  these  two  fac- 
irs.  and  at  this  point  a  great  shortcoming  (?)  of  the  statistical  method  re- 
vealed itself.  Whereas  1  had  for  j-ears  engaged  in  vigorous  argument  with 
colleagues  as  to  the  parts  played  in  mental  life  by  nature  and  nurture,  I  found 
(I  might  as  well  admit  it  now)  that  I  had  never  to  myself  clearly  defined  either 
term  and,  still  more  surprising,  that  1  could  not  find  in  the  literature  any  pre- 
cise functional  definitions." 

Kelley 's  experience  probably  is  typical  of  that  of  many  researchers. 
When  they  have  attempted  to  derive  fundamental  and  dependable  an- 
swers to  apparently  simple  questions,  they  have  discovered  that  availa- 
ble techniques  were  inadequate  and  that  instead  of  educational  research 
being  so  simple  that  it  rnight  be  engaged  in  by  any  enthusiastic  amateur. 
it  required,  in  many  instances,  highly  trained  research  specialists.  Al- 
though the  evidence  is  fragmentary,  it  appears  that  the  wave  of  popu- 
larization is  receding  and  that  there  is  a  growing  conviction  that  em- 
phasis should  be  placed  upon  the  quality  of  the  work  done  rather  than 
upon  quantity  production. 

Development  of  research  techniques  since  1918.  Althouo-h  de- 
velopments in  the  fields  of  educational  measurement  and  curriculum 


_,,         .',''^<="?>".  T.   L.     The  Influence  of  S'urture   ufon   Kafive  Differences.     New   York-      The 
-Macmillan  Company,   1926,  p.  v. 


52  Bulletin  No.  42 

are  described  elsewhere,^^  certain  points  may  be  noted  here.  Many 
improved  tests  have  been  devised  since  1918,  but  no  essentially  new 
techniques  of  test  construction  have  been  evolved.  Group  intelligence 
tests  are  a  characteristic  of  the  period,  but  Otis  and  other  investigators 
had  worked  out  the  general  procedure  before  this  date.  The  achieve- 
ment quotient  (A.  Q.)  and  similar  derived  scores  probably  represent 
the  most  original  developments  in  educational  measurements.  Job- 
analysis,  the  most  conspicuous  curriculum  construction  technique,  may 
be  traced  back  to  studies  prior  to  1918.^"^ 

As  pointed  out  on  page  31,  the  idea  of  determining  the  merits  of  a 
proposed  method  of  teaching  or  other  procedure  by  experimentation 
under  school  conditions  was  advocated  by  Rice  and  may  be  identified 
in  earlier  events,  but  this  type  of  educational  research  was  not 
prominent  during  the  period  prior  to  1918.  Only  ten  of  the  twenty- 
nine  investigations  of  transfer  of  training  listed  by  Rugg  in  1916  in- 
volved experimentation  under  school  conditions.^*  An  analysis  of  the 
volumes  of  the  Journal  of  Educational  Psychology  from  its  beginning 
in  1910,  to  1927,  revealed  a  very  marked  increase  since  1917  in  the 
number  of  experiments  under  school  conditions. ^^  The  Teachers  Col- 
lege Contributions  to  Education  reflect  a  similar  trend. 

The  refinement  of  the  technique  of  experimentation  is  one  of  the 
most  significant  developments  of  this  period.  Most  of  the  earlier  ex- 
perimentation was  not  controlled ;  that  is,  a  control  group  was  not  pro- 
vided. During  the  present  period,  a  control  group  has  been  recognized 
as  essential  and  the  availability  of  group  intelligence  tests  has  greatly 
facilitated  the  formation  of  equivalent  groups. ^'^  The  rotation  method 
was  devised  to  neutralize  the  eltect  of  factors  that  could  not  otherwise 
be  controlled  or  equalized.  In  addition,  there  has  been  a  much  clearer 
recognition  of  the  limitations  of  the  experimental  method  and  conse- 
quentl}'  a  more  critical  interpretation  of  the  data  collected.^' 

The  questionnaire  has  continued  to  be  widely  used  as  an  instru- 
ment for  collecting  data.  Naturally  it  has  continued  to  be  criticized 
and  there  is  a  growing  conviction  that  unless  the  sender  of  a  question- 
naire is  sponsored  by  a  reputable  educational  organization,  his  com- 
munication should  find  its  way  into  the  wastebasket.  Some  of  the 
critics  of  the  questionnaire,  however,  are  becoming  more  discriminating 


^-Scc  Chapters   I\'  ami  V. 

"S^fc  p.   118  f. 

^*Sec  p.  41. 

'^Thirteen    were    reported    in    the    first    eight    volumes    anil    fifty-three    in    the    next    ten. 

"The  "Selection  of  Experimental  Subjects"  forms  one  chapter  of  McCall — How  to 
Exf'criirtcnt  in  Education. 

"Several  refinements  of  the  experimental  method  are  apparent  in  CoUings,  Ellsworth. 
An  Experiment  with  a  Project  Curriculum.  New  York:  The  Macmillan  Company,  1923, 
p.   7-21,  225-83. 


M 


Ten  Years  of  Educational  Research,  1918-1927  53 

and  are  pointing  out  that  it  is  an  appropriate  instrument  for  collecting 
facts  that  are  not  directly  accessible  to  the  investigator.  Its  use  for 
collecting  opinions  is  generally  condemned.  The  following  criticism  by 
Butterfield  probably  represents  the  attitude  of  a  large  group. 

A  questionnaire  is  not  a  device  to  record  facts  for  future  evaluation.    It  is 

L  method  by  which  graduate  degrees  may  be  brought  to  earth.    No  degree  with- 

ut  a  dissertation,  no  dissertation  without  a  questionnaire.    I  know  this  because 

I  am  a  courteous  man— doubtless  the  result  of  study  of  future  less  vivid  con- 

|Clitions— and  I  run  an  efficient  otTicc  where  all  letters  must  promptly  be  answered. 

.\s  a  result  I  answer  a  questionnaire  a  day  and  rejoice  that  I  am  godfather  to 

many  degrees.   .  .  .  For  a  time  I   was  disturbed  when   I   was  obliged   to  give 

Iccisivc  answers  to  questions  in  fields  where  I  had  not  the  slightest  interest  or 

xperience.     At  last  I  began  to  see  the  true  principle  of  the  questionnaire.    The 

ndiv!dual  answer  may  be  ill-considered  or  given  in  jest  or  even  written  on  the 

^vrong  line.     It  may  be  the  answer  of  a  philosopher  or  a  fool,  a  savant  or  a 

sophomore.     It  does  not  matter  even  if  all  the  answers  are  wrong.     All  that  is 

lecessary  is   to  gather   them   in   sufficient   number,   count   them,   give   them   ap- 

iropriate  weights,  apply  the   formula  and  in  some  mysterious  way  pure  truth 

[IS  the  result." 

There  has  been  an  increasing  disposition  to  give  attention  to  er- 

i)rs  and  other  limitations  of  data.    It  is  now  generally  known  that  test 

•cores  are  subject  to  both  constant  and  variable  errors^*'  and  the  more 

ritical  test-makers  now  attempt  to  furnish  information  in  regard  to 

he  probable  magnitude  of  these  errors  in  the  scores  yielded  by  their 

(-•StS. 

The  period  since  1917  has  been  notable  for  the  number  of  books 
lealing  with  statistical  methods  applied  to  education.  Alexander's 
'hool  Statistics  and  Publicity-"  appeared  in  1919.  No  volumes  de- 
oted  wholly  to  educational  statistics  appeared  within  the  next  five 
ears,  but  there  were  a  number  on  educational  measurements  which 
ncluded  one  or  more  chapters  on  statistical  methods. -'^  The  year  1925 
•as  marked  by  the  appearance  of  four  new  texts,  by  Otis,"  Rugg,-^ 


U; 


"Rutterfield,  E.  W.  "The  Plenary  Inspiration  of  the  Dotted  Line,"  Educational  Rc- 
■tf,  68:  2,  January,    1925. 

'"For  evidence  of  these  errors,  see: 

-Monroe,  W.  S.  "The  Constant  and  Variable  Errors  of  Educational  Measurements," 
iiivcrsity  of  Illinois^  Bitiletin,  Vol.  21,  No.  10,  Bureau  of  Eilucational  Research  Bulletin 
<).   15.      Urbana:    University  of  Illinois,   1923.     30  p. 

'"Alexander,  Carter.  School  Statistics  and  Publicitv.  Boston:  .Silver,  Burdett  and 
'inpany,   1919.     332  p. 

-'.\nionf;  the  most  widely  used  of  these  are: 

(irepory,  (".  A.  Fundamentals  of  Educational  Measurement.  New  York:  D.  Appleton 
id  Company,   1922.     382  p. 

McCall,  W.  A.  How  to  Measure  in  Education.  New  York:  The  Macmillan  Company, 
'22.     416  p. 

Monroe,  W.  S.  An  Introduction  to  the  Theory  of  Educational  Measurements.  Bos- 
'u:   HouKhton,   Mifflin  Company,    1923.      364  p. 

Traljue.  M.  K.  .Mcasuriny  Results  in  Education.  New  York:  American  Book  Com- 
.ny,  1924.     492  p. 

-■■'Otis,  A.  S.  Statistical  Method  in  Educational  Measurement.  Yonkers-on-Hudson, 
ew  York:     World  Book  Company,   1925.     337  p. 

"Rugg,  H.  O.  A  Primer  of  Graphics  and  Statistics  for  Teachers.  Boston:  Houghton, 
lifflin  Company,   1925.      142   p. 


54  Bulletin  No.  42 

Thurstone"  and  Odell.^^  A  year  later,  one  by  Garrett^®  appeared.  Still 
more  recently,  Holzinger^^  has  produced  one  that  is  easily  the  most 
complete  and  advanced  text  in  educational  statistics  to  date.  In  addi- 
tion to  the  texts  already  mentioned,  reference  should  be  made  to 
Kelley's  Statistical  Methods, ^^  which,  although  written  from  the  mathe- 
matical, rather  than  the  educational  point  of  view,  has  been  used  ex- 
tensively by  educational  statisticians.  This  book  contains  a  number  of 
new  formulae,  many  of  which  deal  with  the  determination  of  the  re- 
liability of  standardized  tests  and  other  measuring  instruments. 

A  study  of  statistical  writings  and  of  procedures  actually  em- 
ployed during  the  past  few  years  reveals  that  the  outstanding  tendency 
has  been  toward  the  development  of  a  decidedly  critical  attitude.  In- 
creasing emphasis  has  been  placed  upon  reporting  probable  and  stand- 
ard errors,  coefficients  of  reliability,  and  other  measures  of  reliability 
in  all  cases  to  which  they  apply.  The  interpretation  of  statistical  meas- 
ures and  procedures,  especially  of  coefficients  of  correlation,  has  also 
received  considerable  attention. ^^  As  evidence  of  the  trend  just  re- 
ferred to,  Table  II  has  been  prepared.  It  shows  the  number  of  articles 
in  the  Journal  of  Educational  Psychology^°  in  which  the  coefficient  of 
correlation  was  used,  and  the  number  and  per  cent  of  times  in  which 
the  probable  error  of  the  coefficient  was  given.  It  will  be  seen  that  for 
the  eight-year  period  ending  in  1917  the  probable  error  was  given  in 
only  slightly  more  than  one-third  of  the  articles.  For  the  ten-year 
period  from  1918  to  1927,  it  appeared  in  45  per  cent  of  the  articles. 
Furthermore,  the  number  of  articles  in  which  the  coefficient  of  corre- 
lation appeared  has  been  more  than  three  times  as  great  in  the  past  ten 
years  as  in  the  eight  years  preceding  that  time. 

The  present  situation  with  respect  to  statistical  methods  appliec 
to  education  may  be  summarized  as  follows :  considerable  critical  anc 
constructive  eff^ort  is  being  put  forth ;  an  adequate  supply  of  high-clas; 
treatises  has  been  published ;  teacher-trainuig  institutions  recognizi 
that  teachers  should  be  able  to  use  at  least  some  of  the  simpler  method: 
as   well   as  to   understand   discussions   in  which   they  are   employed 


=^Thurstone,  L.  L.  The  Fiindawoitals  cf  Statistics.  Xew  York:  The  Macmilla 
Company,    1925.      237   p. 

"bdcll.   C.   W.     Ediicatioiiat  Statistics.      New   York:     Century   Company,    1925.      334  | 

-''(larrett,  H.  E.  Statistics  in  Psyclioloc/y  and  Education.  New  York:  Longman 
Green   and  Company,    1926.     317  p. 

"Holzinger,  K.  T.  Statistical  Methods  for  Students  in  Education.  Boston:  Ginn  an 
Company,    1928.      372  p. 

^Kelley,  T.  L.  Statistical  Methods.  New  York:  The  Macniillan  Company,  192 
390  p. 

-'Odell.  C.  W.  "The  Interpretation  of  the  Probable  Error  and  the  Coefficient  < 
Correlation,  University  of  Illinois  Bulletin,  Vol.  23,  No.  52,  Bureau  of  Educational  R 
search   HuUetin   No.   32.     tjrbana:     University  of  Illinois,   1926.    49  p. 

'"The  Journal  of  Educational  Psychology  is  the  most  notable  of  several  education 
periodicals  that  have  devoted  considerable  space  to  articles  dealing  with  the  derivatio 
criticism  and  interpretation  of  statistical  procedures. 


' 


Ten  Years  of  Educational  Research,  1918-1927 


33 


Table  II 

Use  of  the  Coefficient  of  Correlation  with  the  Probable  Error 

IN  THE  "Journal  of  Educational  Psychology,"  1910-27 


1. 

2. 

3. 

1 
4. 

1. 

2. 

3. 

4. 

Year 

Number 

Number 

Per  cent 

Year 

Number 

Number 

Per  cent 

of  times 

of  times 

of  times 

of  times 

of  times 

of  times 

used* 

P.  E. 

P.  E. 

used» 

P.  E. 

P.  E. 

given'' 

given 

given'' 

given 

1910 

3 

0 

0 

1918 

13 

4 

31 

1911 

3 

2 

67 

1919 

11 

4 

36 

1912 

4 

1 

25 

1920 

14 

8 

57 

1913 

13 

2 

IS 

1921 

9 

6 

67 

1914 

5 

2 

40 

1922 

15 

7 

47 

1915 

10 

2 

20 

1923 

25 

9 

36 

1916 

7 

4 

57 

1924 

28 

13 

46 

1917 

11 

7 

64 

1925 

20 

10 

50 

1926 

21 

8 

38 

1927 

21 

11 

52 

1910-17 

56 

20 

36 

1918-27 

177 

80 

45 

•In  counting  the  number  of  times  the  coefficient  of  correlation  was  used,  each  article  in  which  one 
or  more  coefficients  appeared  was  counted  as  one. 

■"If  the  probable  errors  of  any  of  the  coefficients  of  correlation  given  in  an  article  were  stated. 
the  article  was  classified  under  this  heading. 


finally,  such  ability  is  possessed  by  an  ever-increasing  number  of 
teachers. 

Attention  to  the  technique  of  reporting  educational  research. 
There  has  been  a  growing  interest,  during  the  past  ten  years,  in  the 
reporting  of  educational  research.  More  effort  is  being  expended  to- 
day than  formerly  in  so  organizing  reports  of  investigations  that  read- 
ers may  grasp  the  salient  points  and  may  locate  particular  items  of  in- 
formation with  a  minimum  expenditure  of  time  and  effort.  Much  at- 
tention is  being  given  to  mechanical  devices,  such  as  paragraph  head- 
ings, which  enable  the  reader  to  follow  easily  the  trend  of  thought  and 
prevent  his  being  lost  in  the  maze  of  details. 

A  comparison  of  the  eight  Teachers  College  Contributions  pub- 
lished in  1918  with  a  like  number  selected  at  random  from  those  pub- 
lished in  1927  reveals  several  improvements  in  form  in  the  latter.  In 
the  first  place,  the  introductory  material,  including  the  definition  of 
the  problem,  sources  of  data,  and  method  of  procedure,  are  given  less 
prominence  in  the  studies  of  1918  than  in  those  of  1927.  In  the  former, 
such  material  usually  appears  in  the  Preface,  Foreword,  or  Introduc- 
tion on  a  page  or  pages  preceding  Chapter  I.  In  the  1927  Contributions, 
with  one  exception,  the  entire  first  chapter  is  devoted  to  the  introduc- 
tory material,  and  in  most  cases,  the  different  divisions,  statement 
of  problem,  sources  of  data,  etc.,  are  distinctly  marked  oft'  by  means 
of  paragraph  or  center  headings.   The  use  of  paragraph  headings  as  a 


56  Bulletin  No.  42 


means  of  indicating  units  of  thought  within  chapters  appears  to  be 

much  more  common  in  1927  than  in  1918.     This  is  indicated  by  the 

fact  that  five  of  the  1927  studies  examined  as  compared  with  one  of 

the  1918  studies  make  use  of  paragraph  headings. 

There  seems  to  be  a  greater  tendency  among  present-day  writers 

than  among  those  of  ten  years  ago  to  include  Hsts  of  tables  in  reports 

containing  a  number  of  tables.    C.  \\  Good  points  out  the  need  for 

such  procedure  b}'  saying,  in  regard  to  cases  in  which  tables  are  given 

and  no  list  of  them  is  included: 

The  reader  finds  it  necessary  to  thumb  through  the  volume  until  he  locates 
the  desired  data,  whereas  if  a  list  of  tables  is  provided  the  search  for  a  particular 
item  of  information  is  greatly  facilitated.  Certainly  if  statistical  data  are  worth 
including  in  a  book,  it  seems  that  the  reader  deserves  the  guidance  of  simple 
mechanical  aids  in  locating  desired  information.'' 

All  but  one  of  the  reports  of  investigations  in  1918  contain  tables 
(ranging  in  number  from  9  to  75  per  report),  but  in  only  one  case  is 
a  list  of  tables  given.  All  of  the  studies  of  1927  examined  include  lists 
of  tables.  Moreover,  in  the  studies  of  ten  A-ears  ago,  there  is  evidence  of 
carelessness  in  referring  to  tables.  There  are  many  instances  of  refer- 
ences appearing  at  a  distance  of  three  or  four  pages  from  the  tables 
to  which  they  refer  and  four  instances  of  tables  to  which  apparently 
no  reference  whatever  is  made  in  the  text. 

Another  distinction  between  the  two  groups  of  reports  which  may 
be  worth  noting  is  in  regard  to  the  number  of  footnotes.  Although 
there  is  no  appreciable  difference  in  the  average  length  of  the  reports, 
the  average  number  of  footnotes  in  those  of  1927  is  200  as  compared 
with  approximately  half  that  number  in  those  of  1918.  This  fact  may 
be  interpreted  as  an  indication  of  the  present  attempt  to  simplify  re- 
ports of  research  by  subordinating  supplementary  material  to  that 
which  is  essential  to  the  trend  of  thought. 

Finally,  there  appears  to  be  considerable  improvement  in  the  form 

of  bibliographical  references  used  in  the  reports  of  research  in  1927 

as  compared  with  those  of  1918.    This  improvement  is  mainly  in  the 

completeness  of  references;  there  was  and  still  is  inarked  inconsistency* 

in  form  of  references,  not  only  among  different  writers  but  also  in; 

individual  writings.   Typical  examples  of  book  references  appearing  inil 

the  studies  of  1918  are  the  following:  |[ 

Davis,  C.  O.    Public  Secondary  Education. 

Terman :    School  Building  Siti-rcy.  Denver,  Colo.,  1916. 

Beverly,  Robert,  History  of  Virginia,  1722,  238. 

In  decided  contrast  to  these  inadequate  references  are  the  follow- 
ing,  which  are  representative  of   1927  educational  writings   in  their. 


'■Good,   C.    V.     "EditiiiK   .ind    Errors,"  Sc/ioo/   nmt   Society,   27:14",    February   4,    1928 


u 


Ten  Years  of  Educational  Research,  1918-1927  57 

completeness  of  information  as  well  as  in  their  variability  of  form : 
Reisner,  Edward  H.   Nationalisvi  and  Education  since  1789.  The  Macmillan 
Co..  New  York  City,  N.  Y.     1922.    pp.  575. 

Cubberley,    E.    P.      Public    School    Administration    in    the    United    States. 
Houghton  Mifflin  Company,  Boston,  1922,  479  pp. 

Alexander,  Thomas.    Prussian  Elementary  Schools.    New  York :  The  Mac- 
millan Compan}',  1918.     571  pp. 

There  are  other  evidences  of  interest  in  the  form  of  educational 
writings.  For  instance,  C.  V.  Good  and  D.  A.  Worcester,  in  two 
;irticles^-  which  have  appeared  in  recent  numbers  of  School  and  Society, 
omment  on  weaknesses  of  form  of  current  educational  textbooks,  and 
;ive  suggestions  for  improvement.  The  point  of  view  of  these  two 
rticles  is  suggested  in  the  following: 

The  strong  book  with  a  real  message,  by  virtue  of  its  content  vahic,  may 
ransccnd  lapses  in  mechanics  and  form.  However,  an  interesting  observation 
s  that,  almost  without  exception,  educational  writings  most  suggestive  on  the 
ontent  side  are  almost  perfect  in  the  mechanics  of  construction.'^ 

The  popularity  of  such  writings  as  Reeder's  little  book,  Hozc  to 
lyite  a  Thesis,^*  is  also  indicative  of  the  recognized  need  for  au- 
horized  forms  in  educational  writings.  The  existence  of  such  a  need 
s  further  evidenced  by  the  fact  that  so  much  interest  has  been  ex- 
ibited  in  the  bulletin,  "Reporting  Educational  Research,"  by  Monroe 
nd  Johnston, ^^  that  a  large  reserve  stock  has  been  exhausted  in  a 
datively  short  time. 

Formal  provisions  for  educational  research.  Another  view  of  the 
ducational  research  activities  of  this  period  is  obtained  by  a  survey 
f  the  formal  provisions  for  conducting  and  encouraging  research, 
ince  a  comprehensive  report  of  organized  research  is  available, ^'^  no 
tteinpt  will  be  made  to  give  a  full  account  of  such  provisions.  Rather, 
le  purpose  here  is  to  give  a  broad  survey,  indicating  the  research 
G^encies  involved,  their  extent,  and  the  character  of  the  research  car- 
ed on  or  encouraged.  For  convenience,  the  fonnal  provisions  for 
ucational  research  are  considered  under  live  heads  :  ( 1 )  city  school 
stems,   (2)   colleges  and  universities,   (3)   foundations,   (4)    federal 

itMMid  state  governments,  and  (5)  others. 

JsoT 

"Good,  op.  cit.,  p.  146-50. 

Worcester,  D.  A.  "Some  Characteristics  of  a  Good  College  Text-Boole,"  School  and 
jcicty,   27:  193-96,   February   18,   1928. 

"Good,  ot-  cit.,  p.  146. 

"Reeder,  W.  G.  How  to  Write  a  Thesis,  rjlooinington,  Illinois:  Public  School  Pub- 
ding  Company,    1925.      136   p. 

"Monroe,  W.  S.  and  Johnston,  N.  B.  "Reporting  Educational  Research,"  University 
Illinois  liuUctin,  Vol.  22,  No.  38,  Bureau  of  Educational  Research  Bulletin  No.  25.  Ur- 
la:  University  of  Illinois,   1925.     64  p.      (Out  of  print.) 

"Chapman,  H.  B.  "Organized  Research  in  Education,"  Ohio  State  University  Studies, 
ireau  of  Educational  Research  Alonographs,  No.  7.  Columbus:  The  Ohio  State  IJniversity 
iss,  1927.     221   p. 


11 


I 

i 


58  Bulletin  No.  42 

1.  Provisions  in  city  school  systems.  During  the  past  ten  years, 
the  number  of  research  bureaus  in  city  school  systems  has  greatly  in- 
creased, although  the  annual  rate  of  increase  has  been  somewhat  lower 
since  1922.^^  Chapman^^  found  69  such  bureaus  in  the  United  States, 
out  of  a  total  of  105  bureaus  of  educational  research.  The  typical  city 
bureau  was  established  in  1920,  has  a  staff  of  four  persons,  a  salary 
budget  of  $7,800,  an  operating  budget  of  $1,500,  and  has  studied  seven 
distinct  projects  during  the  course  of  a  year.^^ 

2.  Provisions  in  colleges  and  universities.  Chapman*°  has  de- 
scribed the  typical  bureau  in  teacher-training  institutions  as  being  es- 
tablished in  1920  and  staffed  by  three  persons,  each  of  whom  devotes 
a  small  portion  of  his  time  to  the  bureau.  The  typical  university 
bureau  was  established  in  1922,  and  has  a  staff  of  five  persons  who 
devote  all  or  nearly  all  of  their  time  to  the  bureau.  However,  the  pro- 
visions for  educational  research  in  universities  and  teacher-training, 
institutions  vary  widely.  In  some  instances,  a  "Bureau  of  Educational 
Research"  is  little  more  than  a  name.  The  "director"  is  a  member  of 
the  instructional  staff"  whose  teaching  schedule  has  been  reduced  some- 
what so  that  he  may  engage  in  research.  The  "staff"  consists  of  a 
stenographer  or  clerk  and  there  is  usually  a  small  appropriation  for 
maintenance  and  printing.'*^  In  such  cases  a  very  large  portion  of  the 
collecting  and  tabulating  of  data  is  done  by  students  working  on  gradu-; 
ate  theses  or  assignments  in  courses.  At  the  other  extreme  we  have 
the  Institute  of  Educational  Research  at  Teachers  College,  Columbia 
University,  which  has  a  large  staff  and  annual  budget.  Its  activities 
are  relatively  independent  of  the  instructional  divisions  of  Teachers 
College. 

This  Institute  was  established  by  action  of  the  trustees,  Februarj 
10,  1921,  to  promote  the  scientific  study  of  education  in  cooperatiot 
with  the  several  departments  of  the  College  and  with  other  institutions 
interested  in  investigation  and  research.*^  It  was  organized  in  thret 
divisions  as  follows:  (1)  Division  of  Educational  Psychology,  witl 
Edward  L.  Thorndike  as  director,  (2)  Division  of  School  Experi- 
mentation, with  Otis  W.  Caldwell  as  director,  (3)  Division  of  Field 
Studies,  with  George  D.  Strayer  as  director.  The  extent  of  its  ac 
tivities  during  the  first  year  of  its  existence  is  indicated  by  the  statg 


swt 


.•ece 


ifflt 
Co; 

■:::a. 


Mtli 

tide 


t-ind. 


HI 


^.\ 


3'Chapman,  op.  cit.,  p.  210-11. 
^Ibid.,  p.  20,   118-21,   210-12,   219-20. 
^^Ibid.,  p.  210-12. 
«/6!(i.,  p.  212. 

*'The  writer  knows  of  two  bureaus  that  are  essentially  self-supporting.  ,. 

■•-"The    Trustees    Establish    an    Institute    of    Educational    Research,"    Teachers    Collet  m^""^ 
Record,   22:259,   May,   1921. 


Tex  Years  of  Educational  Research,  1918-1927  59 

nent  of  the  Dean  of  Teachers  College  in  his  report  for  the  academic 
.•ear  ending  June  30,  1922,  that  altogether,  the  Institute  has  received 
luring  the  year  in  gifts  and  grants  for  special  studies  the  sum  of 
^47,725,  besides  some  $9,900  expended  upon  the  Educational  Finance 
nquiry  for  work  done  at  the  College,  and  $130,000  received  from  the 
"icneral  Education  Board  for  the  support  of  The  Lincoln  School. 
In  the  report  of  the  Dean  of  Teachers  College  for  the  academic 
■ear  ending  June  30,  1924,  the  character  and  range  of  the  studies  com- 
)leted  during  the  first  three  and  one-half  years  of  its  existence  are 
ndicated  by  the  following  lists : 

I.  Drvisiox  OF  Educatioxal  Psvchology 

Subject.    An  Inventory  of  English  Constructions, 
'ublication.    Report  in  progress, 
"inanced  by :    Teachers  College. 

'ubject.    The  Psycholog>'  of  Algebra. 

'ublication.    The  Psychology  of  Algebra,  483  p.    The  Macmillan  Company,  1923 ; 
also  separate  articles  in  various  educational  and  other  scientific  journals, 
"inanced  by  :    The  Commonwealth  Fund. 

ubject.    Tests  for  Vocational  Guidance  of  Children. 

'ublication.    Tests  for   Vocational  Guidance   of  Children   Thirteen  to  Sixteen, 

Contributions  to  Education  No.  136,  Teachers  College, 
inanced  by  :    The  Commonwealth  Fund. 

abject.    New-Type  Examinations  in  Algebra  and  Ancient  History, 
inanced  bj- :    College  Entrance  Examination  Board. 

ubject.    The  Teaching  of  Latin. 

ublication.    Parts  of  the  official  report  of  the  Latin  Inquiry,  also  separate  ar- 
ticles in  educational  journals. 
,       inanced  bv  :    General  Education  Board  and  American  Classical  League. 

^    ubject.    Fundamental  Units  of  Intellect  and  Capacity. 

ublication.    Report  in  progress.    Separate  articles  have  appeared  in  educational 
journals. 
Ill*    inanced  by:    Carnegie  Corporation  of  New  York. 

n*    1 

'•'      ibject.    Mental  Discipline  in  the  High  School  Subjects, 
tx?    ublication.    Report  in  Journal  of  Educational  Psychology,  Vol.  15,  p.  1-22  and 
83-98;  also  separate  articles  in  other  educational  journals, 
inanced  by  :    The  Commonwealth  Fund. 


its 

jfsa    ibject.    Application  of  Vocational  Tests. 
inanced  by :    The  Commonwealth  Fund. 

ibject.    Stud\'  of  the  Educational  and  Industrial  Histories  of  Two  Thousand 

Children, 
iblication.    Report  in  progress. 
nanced  by  :    The  Commonwealth  Fund. 


60  Bulletin  No.  42 

Subject.  Experiment  with  a  Class  of  Children  of  Exceptionally  High  Intel- 
lectual Status. 

Publication.  Report  in  progress.  Partial  report  in  Twenty-Third  Yearbook  o) 
National  Society  for  the  Study  of  Education,  p.  221-237  and  275-289. 

Financed  bj- :    Carnegie  Corporation  of  New  York. 

II.  Divisiox  OF  School  Experimextatiox 

1.  General 
Subject.    Rural  Experimental  School.    (In  cooperation  with  the  Board  of  Edu 

cation,  Allamuchy  Township,  X.  J.) 
Publication.    Report  in  progress. 
Financed  by  :    Mr.  Felix  M.  Warburg. 

Subject.  Extent,  Nature  and  Causes  of  Failure  of  School  and  Community  t 
Deal  Effectively  with  Special  Cases.  (In  cooperation  with  Public  Schoc 
Xo.  165  Manhattan.) 

Publication.    Report  in  preparation. 

Financed  by:    The  Laura  Spelman  Rockefeller  Memorial. 

Subject.  The  Psycholog>'  of  Children's  Fears.  (In  cooperation  with  the  Heck;, 
cher  Foundation.)  The  Value  of  Eggs  in  the  Diet  of  Young  Children.  (I 
cooperation  with  the  ^lanhattanville  Day  Nursery.) 

Publication.    Reports  in  progress. 

2.  Ill  connection  with  The  Lincoln  School  1 

Subject.    The  Lincoln  School. 

Publication.     See  bulletins  published  by  The  Lincoln  School. 
Financed  by  :    General  Education  Board. 

Subject.    The  Present  Conditions  and  Tendencies  of  History  Teaching  in  El 

mentary  and  Secondary  Schools. 
Publication.    Report  in  progress. 

III.  Division  of  Field  Studies 

Subject.    Chamber  of  Commerce  Inquiry. 
Publication.    Report  of  the-  American  Cit)'  Bureavi. 
Financed  by  :    The  Commonwealth  Fund. 

Subject.    Civic  Education. 

Financed  by:    Inter-racial  Council  and  Mr.  Felix  M.  Warburg. 

Subject.    Educational  Activities  of  the  Young  Men's  Christian  Association.' 
Publication.    Report  published  by  the  Y.M.C.A.,  New  York  City. 

."subject.    Baltimore  School  Survey. 

Pubiication.    Report  of  Board  of  School  Commissioners,  Baltimore. 

Financed  by  :    City  of  Baltimore. 

Subject.    Stamford  School  Survey. 

Publication.    Report  of  The  School  Committee,  Stamford,  Conn. 

Financed  bv  :    Town  of  Stamford. 


He 


Ten  Years  of  Educational  Research,  1918-1927  61 

,  Subject.    Atlanta  School  Survc}\ 

Publication.    Report  of  Board  of  Education,  Atlanta,  Ga. 
j  Financed  by  :    City  of  Atlanta. 

Subject.    Augusta  School  Survey. 
[Financed  by:    City  of  .\ugusta. 

subject.    Springfield  School  Survey. 

Publication.    Report  of  The  School  Committee,  Springfield,  Mass. 

Mnanccd  by  :    City  of  Springfield. 

jSubject.    Providence  School  Survey. 

[Publication.    Report  of  The  School  Committee,  Providence,  R.  I. 

jFinanced  by  :    City  of  Providence. 

[The  total  of  the  contributions  for  the  period  is  given  as  $690,399.00 
nd  the  statement  is  made  that  Teachers  College  had  contributed  di- 
rectly or  indirectly  as  much  more.  In  addition  to  the  Institute  of 
iducational  Research  as  originally  organized,  a  Practical  Arts  division 
lad  grown  up  by  1924  and  active  experimentation  was  being  carried 
)n  in  the  Horace  ]\Iann  School.  The  Report  of  the  Dean  of  Teachers 
[!ollege  for  the  academic  year  ending  June  20,  1927,  lists  an  Institute 
"or  Child  Welfare  Research  and  a  Bureau  of  Curriculum  Research 
ivhich  appears  to  be  independent  of  the  Institute  of  Educational  Re- 
search. 

Another  outstanding  university  research  bureau  is  the  Iowa  Child 
Welfare  Research  Station.   The  station  was  established  in  1917  at  the 
niversity  of  Iowa  for  the  purpose  of  investigating  the  "best  methods 
jinftf  conserving  and  developing  the  normal  child,  training  research  stu- 
[ients,  and  dissemination  of  information  obtained  through  research. "^^ 
he  work  of  the  station  is  indicated  by  the  following  divisions  of  its 
itafif :     Psychology,    Anthropometry,    Nutrition,    Sociology,    and    Eu- 
enics.    Although  primarily  concerned  with  research,  the  station  also 
erves  the  state  in  many  phases  of  child  welfare  work.    It  furnishes 
)sychological  and  physical  examinations  to  children   free  of  charge, 
.nd  provides  mothers  with  information  relative  to  the  care  and  feeding" 
»f  children.    The  results  of  investigations  are  published  in  the  series 
f  monographs  entitled,   "The  University  of  Iowa   Studies  in   Child 
Velfare."   Less  technical  accounts  appear  in  the  "Service  Studies"  of 
he  Station,  or  in  the  Extension  Bulletins  of  the  University  of  Iowa 
ilxtension  Division. 

The  Bureau  of  Educational  Research  at  the  University  of  Illinois 
;  the  research  division  of  the  College  of  lulucation.    The  present  stall 


iiatioi 


""Administration  and  Scope  of  the  Iowa  Child  Welfare  Research  Station,"   University 
lotca    Studies,    Aivis   and   Proyiess   of   Research,    Vol.    1,    No.    14.      Iowa    C'ty:    University 
■  Iowa,   1924,  I).  6. 


62  Bulletin  No.  42 


I 


consists  of  eight  persons.**  A  limited  amount  of  teaching  is  done  by 
three  of  them,  but  the  other  five  devote  all  of  their  time  to  research. 
During  the  first  three  years  of  its  existence,  the  Bureau  of  Educa- 
tional Research  permitted  graduate  students  to  undertake  some  of  its 
projects  as  a  basis  for  theses  or  contributed  clerical  service  or  other 
assistance  to  projects  originated  by  certain  students.  This  practice 
proved  to  be  unsatisfactory  and  was  discontinued  as  soon  after  Sep- 
tember, 1921,  as  outstanding  obligations  were  fulfilled.  Since  then  the 
projects  of  the  Bureau  of  Educational  Research  have  been  independent : 
of  the  activities  of  graduate  students.  The  work  on  Bureau  projects 
is  done  by  either  the  members  of  the  Bureau  or  by  clerks  employed 
by  the  hour.  Occasionally  the  work  of  a  graduate  student  has  been 
published,  but  in  such  cases  the  Bureau  did  not  contribute  to  the 
project  until  the  student  had  completed  his  work  on  the  manuscript.*^ 

3.  Provisions  by  foundations.  In  1910,  Ayres  described  "Seven 
Great  Foundations. "■*''  He  set  forth  briefly  the  origin,  purposes,  and 
activities  of  these  institutions.*"  Only  slight  mention  was  made  of  edu- 
cational research  in  connection  with  the  activities  of  these  foundations: 
in  fact,  the  only  two  references  were  in  connection  with  The  Carnegie 
Foundation  for  the  Advancement  of  Teaching  and  The  Russell  Sage 
Foundation.  With  respect  to  the  former,  Ayres  said,  ".  .  .  .  from  time 
to  time  the  foundation  publishes  in  pamphlet  form  studies  in  educa- 
tion."*^ Somewhat  fuller  mention  was  made  of  the  studies  of  medical 
inspection  in  schools,  retardation  and  elimination,  open-air  schools,  and 
educational  measurements  carried  on  by  The  Russell  Sage  Founda-. 
tion.*^  Today  a  description  of  the  activities  of  foundations  would  be' 
wholly  inadequate  if  it  did  not  contain  an  account  of  the  relation  of 
the  foundations  to  educational  research. 

Of  the  many  foundations  established  with  an  educational  pur- 
pose, not  all  engage  in  or  subsidize  educational  research.  Among  such 
may  be  named  The  John  F.  Slater  Fund  for  the  Education  of  Freed- 


I: 


'"See  the  Foreword  for  additional  information  about  the  Bureau  of  Educational  Re 
search  at  Illinois. 

«9rc  Bulletins  24,  27,  28,  35,  and  Circulars  20,  24,  26,  28,  32,  39.  40.  47. 

■"The  original  descriptions  were  published  in  a  series  of  seven  articles  in  the  Jouma' 
of  Education  during  September,  October,  and  November,  1910.  These  articles  were  latei 
collected,  brou.ijht  up  to  date  by  minor  alterations,  and  published  in  a  small  booklet: 

Ayres,  I^.  P.  Sizcii  Great  Foundations.  New  York:  Russell  Sage  Found.ition,  1911 
79  p. 

*'The  seven  are: 

1.  The  Peabody  Education  Fund 

2.  The  John  F.  Slater  Fund   for  the  Education  of   Frecdmen 

3.  The  Carnegie  Institution  of  Washington  , 

4.  The  General  Education  Board 

5.  The  Carnegie  Foundation  for  the  Advancement  of  Teaching 

6.  The  Russell  Sage  Foundation 

7.  The  Anna  T.  Jeannes  Foundation 
*''.\yres,  o/>.  cit.,  p.  56. 
*'Ibi^.,  p.  67-70. 


Ten  Years  of  Educational  Research,  1918-1927  63 

nen  and  The  Anna  T.  Jeannes  Foundation.  Only  indirectly  can  The 
Peabody  Education  Fund  be  said  to  subsidize  educational  research 
hrough  endowment  of  the  George  Peabody  College  for  Teachers.  The 
Russell  Sage  Foundation  had  a  Division  of  Education  through  which 
t  carried  on  much  educational  research  for  several  years,  but  this  de- 
partment was  discontinued  in  1921. 

During  the  past  ten-year  period,  the  two  national  benefactions 
hat  have  exerted  the  greatest  influence  on  educational  research  are 
he  Carnegie  Corporation  of  New  York  and  The  Commonwealth 
-"und.  In  1920,  the  Commonwealth  Fund  undertook  a  five-year  pro- 
gram of  educational  research,  the  purpose  of  which  was  stated  to  be 
"primarily  the  stimulation  of  educational  research."^**  An  Educational 
vesearch  Committee-^  was  appointed  which  made  a  large  number  of 
[rants  to  various  studies.  These  grants  totaled  approximately  $100,000 
vear  for  six  years."'-  Among  the  more  ambitious  studies  financed  in 
\hole  or  in  part  by  grants  of  this  Fund  are  The  Educational  Finance 
nquiry  made  under  the  auspices  of  The  American  Council  on  Edu- 
ation;'^  the  California  Curriculum  Study i'^*  the  summaries  of  edu- 
ational  investigations  relating  to  arithmetic  and  to  reading  f^  a  survey 
if  the  Winnetka,  Illinois,  Public  Schools.^®  and  the  investigations  re- 
>orted  in  the  first  two  volumes  of  Genetic  Studies  of  Genius.'''    In  '"a 


^"The   Commonwealth   Fund.   Annual    Report,    1927."      Xe«-   York:    The   Commonwealth 
|und,   1928,   p.   53. 

"The  committee  consisted  of: 

Max  Farrand,   Chairman 
Samuel   P.   Capcn,   Secretary 
James  R.   .\ngell  P.arry  C.   Smith 

Leonard   P.   Ayrcs  Henry  Suzzallo 

Charles   H.   Tudd  Edward  L.  Thorndike 

Ibid.,  p.  7. 

•"^"The    Commonwealth    Fund,    Annual   Report,    1926."     X'ew   York:    The    Commonwealth 
|und,  1927,  p.  .T.v 

The  appropriations  for  the  additional  year  beyond  the  original  five-year  period  were 
jde  for  the  completion  of  studies  then  tnider  way.  The  question  of  permanent  continuance 
'■the  work  was  under  consideration.  With  the  resignation  of  Max  Farrand  as  Director  of 
Division  of  Education,  the  work  was  discontinued.  ".  .  .  the  Board  of  Directors  felt  that 
primary  purpose  of  the  original  program  had  been  eflfected.  Educational  research  is  now 
|ing  carried  on  by  many  organizations  in  many  different  fields,  and  it  is  believed  that 
ther  grants  by  the  Fund  are  not  necessary  in  view  of  this  development." 

"The  Commonwealth  Fund,  Annual  Report,  1927."  New  York:  The  Commonwealth 
iind,   1928,  p.    SA. 

"The  Educational  Finance  Inquiry  Commission  produced  thirteen  volumes,  which  were 
uhlished  by  The   Macmillan  Company. 

**Bagley,  W.  C.  and  Kyte,  G.  C.  The  California  Curriculum  Study.  Berkeley:  Uni- 
rsity  of  California   Printing  Office,    1926.      430   p. 

"Buswell,  G.  T.  and  Judd,  C.  H.  "Summary  of  Educational  Investigations  Relating 
1  Arithmetic,"  Supplementary  Educational  Monographs,  No.  27.  Chicago:  University  of  Chi- 
!go,   1925.     212  p. 

Gray,  W.  S.  ".'Nummary  of  Investigations  Relating  to  Reading,"  Supplementary  Edu- 
itional  Monographs,  No.  28.     Chicago:  University  of  Chicago,   1925.     275  p. 

^Washburne,  C.  W.,  Vogel,  Mabel,  and  Gray,  W.  S.  "A  Survey  of  the  Winnetka 
ublic  Schools,"  Supplementary  Educational  Monograph,  Journal  of  Educational  Research. 
loomington,  Illinois:  Public  School  Publishing  Company,  1926.     135  p. 

"Terman,  L.  M.,  ct  al.  "Mental  and  Physical  Traits  of  a  Thousand  Gifted  Children," 
rnctic  Studies  of  (jcnitis.  Vol.  1.  Stanford  University:  Stanford  University  Press,  1925. 
48  p. 

Cox,  C.  M.,  ct  al.  "The  Early  Mental  Traits  of  Three  Hundred  Geniuses,"  Genetic 
tudics  of  Genius,  Vol.   II.    Stanford  University:   Stanford  University  Press,   1926.    842  p. 


64 


Bulletin  No.  42 


printed  list  of  the  publications  of  the  Commonwealth  Fund  in  educa- 
tional research"  which  "have  been  accredited  in  whole  or  in  part  to 
the  grants  of  the  Commonwealth  Fund  for  the  encouragement  of  Edu- 
cational Research,"  a  list  of  fifty-nine  books,  monographs,  and  the  like 
are  given  and  a  note  is  appended,  stating,  "In  addition  there  have  been 
numerous  articles  published  in  educational  journals. "^^ 

The  Carnegie  Corporation  of  New  York  has  published  (through 
the  Macmillan  Company)  live  "preliminary  studies  in  adult  education."  i 
In  addition,  they  have  made  grants  to  twelve  organizations^^  for  in- 
vestigations in  the  field  of  education.  The  following  items  taken  at 
random  from  the  Carnegie  Corporation's  reports  of  expenditures  for 
the  years  1922  to  1927  are  indicative  of  the  educational  research  to 
which  support  has  been  given : 

Beneficiary 
Teachers  College,  New 
York  City 


Regents  of  the  University 
of  the  State  of  New  York 

Teachers  College,  New 
York  City 

Modern  Foreign  Language 
Inquiry 


Society  for  the  Promotion 
of  Engineering  Education 

Carnegie  Foinidation  for 
the  Advancement  of 
Teaching 


Name  of  Appropriation 
Research    relating    to    the 
preparation    of    teachers 
— Annuity 

Study  of  educational  laws 
of  New  York 

Research  relating  to  the 
preparation    of    teachers 

Preliminary  Administrative 
Investigation 

Alaintenance  of  Study  by 
American  Council  on  Edu- 
cation, including  Canada 

Study  of  Engineering 
Education 

Study  of  Public  School  Cur- 
ricula by  Department  of 
Superintendence,  Nation- 
al Education  Association 


Amount  Paid 
$10,000.00"^ 

656.26"° 


10,000.00° 


3,500.00     1923-24* 


19,000.00     1923-24' 


24,000.00 
36,000.00 
48,000.00 


1923-24 
1924-25 
1925-26 


5,000.00     1924-25' 


"^The  Director  of  the  Bureau  of  Educational  Research  sent  a  letter  to  foundations  a 
similar  organizations.     Some  of  the  preceding  and  later  statements  are  based  upon  replies 
ceived;  consequently,  no  exact  bibliographical  reference  can  be  given  in  several  instances. 

^"The  twelve  organizations  are: 

1.  American  Association  for  Adult  Education 

2.  American  Classical  League 

3.  American  Council  on  Education 

4.  Modern  Foreign  Language  Study 
.S.   American  Historical  Association 

6.  Buffalo  Educational  Council 

7.  Carnegie  Foundation  for  the  Advancement  of  Teaching 

8.  Cleveland  Conference  for  Educational  Cooperation 

9.  Institute  of  Educational  Research  of  Teachers  College 

10.  National  Board  of  Medical  E.Kaminers 

11.  Society  for  the  Promotion  of  Engineering  Education 

12.  National  Society  for  the  Promotion  of  Industrial  Education 
'"Report  of  1922,  p.  26  and  29,  respectively. 
"Report  of  1923,  p.  64. 
'^Report  of  1924,  p.  28. 
"Report  of  192S,  p.  35. 


I 


Tex  Ye.xrs  of  Educational  Research^  1918-1927  65 

Beneficiary  Name  of  Appropriation  Amount  Paid 

Study  of  Examinations  in      $  5,000.00     1924-25'' 
Science  by  University  of 
the  State  of  New  York 


\merican  Classical  League 

Examination  and  Study  of 
Classical  Education  in 
the  United  States 

10,000.00 
10,000.00 
10,000.00 

1924-25 
1925-26 
1926-27 

Vational  Education 
Association 

Study   of   business   admin- 
istration  of    school    sys- 
tems 

15,000.00 

1925-26' 

American  Historical 
Association 

Investigation    of   historical 
study  in  schools 

15,000.00 

1927-28' 

nstitute  of  Educational  Research     in    theory    and        20,000.00     1926-27 

Research   (Teachers  practice  of  measurements        20,000.00     1927-28" 

College)  of  intellect  and  capacity 

It  is  interesting  to  note  that  although  The  Carnegie  Corporation 
ti  Xew  York  made  its  first  annual  report  for  the  3'ear  ending  Sep- 
ember  30,  1912,  there  was  no  report  of  expenditures  for  research  un- 
il  1916,  when  $7,000.00  or  two-tenths  of  one  per  cent  of  a  gross  ex- 
)enditure  of  $3,433,232.03  for  the  year  was  listed  as  being  expended 
or  research  of  all  kinds.  During  the  succeeding  years,  the  proportion 
if  expenditures  devoted  to  research  grew  rapidly  until  in  1922  more 
han  14  per  cent  of  the  total  was  so  expended.'^''  That  such  expendi- 
ures  have  been  continued  or  even  increased  is  attested  to  by  the  num- 
er  of  organizations  given  grants  recently. 

During  the  earlier  part  of  the  ten-year  period  under  consider- 
tion,  the  General  Education  Board  was  an  important  source  of  aid 
or  educational  research,  although  in  the  main  its  resources  have  been 
e voted  to  other  kinds  of  enterprises.  The  Board  is  especially  well 
nown  for  its  surve3-s  of  education  in  various  states ;  however,  the 
urvey  of  the  Gary,  Indiana,  schools  probably  attracted  the  most  at- 
.ntion.  The  report  of  this  survey  was  published  in  eight  volumes  dur- 
ig  1918  and  1919. 

Several  other  foundations,  although  expending  most  of  their  re- 
'Urces  along  other  lines  of  service,  have  devoted  part  of  their  funds 
'  educational  research.  Among  these  should  be  mentioned :  the  Carne- 
e  Foundation  for  the  Advancement  of  Teaching,  the  Childrens 
oundation,  the  White-Williams  Foundation,  the  Harmon  Founda- 
on,   the   Laura   Spelman   Rockefeller    Memorial,    the    Phelps-Stokes 


"Report  of  1926,  p.  45. 

«^Report  for  1927,  p.  27. 

''These  figures  were  either  taken  directly  from  or  calculated  from  data  given  in: 

Pritchett,  H.  S.  "The  Carnegie  Corporation — Report  of  the  Acting  President  for  the 
ar  Ended  September  30,  1922."  Xew  York:  The  Carnegie  Corporation  of  Xew  York,  1922, 
-ert  between  p.  76-77. 


66  Bulletin  No.  42 


II 


i. 


Fund,   the   Cleveland   Foundation,   the   Julliard   Musical   Foundation,  ^ 
and  the  Bureau  of  Educational  Experiments. 

4.  Provisions  by  federal  and  state  governments.  The  national 
government  has  established  two  organizations — the  United  States 
Bureau  of  Education  and  the  Federal  Board  for  Vocational  Education 
— which,  although  not  primarily  established  for  this  purpose,  carry  on 
some  educational  research. 

a.  The  United  States  Bureau  of  Education.  In  1923,  the  state- 
ment was  made  with  respect  to  the  Bureau  of  Education  that  "the 
activities  involving  promotion,  advice,  and  investigation  have  origi- 
nated within  the  last  fifteen  years,  and  the  history  of  most  of  them 
is  brief. "^'  Research  is  one  of  five  non-administrative  activities  of  the 
Bureau:  (1)  collecting  and  disseminating  educational  information, 
(2)  collecting  and  disseminating  expert  opinion  on  education,  (3)  ad- 
vising on  educational  matters,  (4)  promoting  better  educational  meth- 
ods, and  (5)  carrying  on  research  work."^  Although  some  work  of  a 
character  that  is  often  labeled  research  has  been  done  in  connection 
with  the  first  four  activities,  research  did  not  attain  a  position  of 
prominence  in  the  work  of  the  Bureau  until  1919.  In  that  year  a  plan 
for  establishing  research  stations  in  cooperating  institutions  was  con- 
summated, and  sixteen  such  stations  were  established,  only  to  be 
abandoned  in  1921.  However,  this  attempt  is  indicative  of  the  role  of 
coordinator  that  the  Federal  Bureau  assumes  with  reference  to  re- 
search. As  a  clearing-house,  it  serves  somewhat  indirectly ;  as  or- 
ganizer of  such  a  committee  as  the  National  Committee  on  Research 
in  Secondary  Education,  it  serves  directly.^'®  In  summarizing  the  aC' 
tivities  of  the  Federal  Bureau,  Smith  points  out  that  "the  trend  in 
policy  of  the  institution  [is]  avray  from  the  historical  and  biographica:  ajfe 
toward  the  more  immediate  and  utilitarian;  away  from  the  stati( 
functioning  as  a  repository  and  clearing  house  to  the  more  dynamit 
work  of  promotion  and  opinion."'^  Taken  in  connection  with  hi 
resume  of  the  activities  of  the  Bureau,  this  statement  carries  with  i 
the  implication  of  a  growing  emphasis  on  research. 

h.  Federal  Board  for  J^ocational  Education.     The  Federal  Boar 
for   \^ocational   Education   was  established   under  the   Smith-Hughe 


2n 


m 


jniai 


•'Smith,  D.  H.  "The  Bureau  of  Education — Its  History.  Activities  and  OrRanization. 
Institute  for  Government  Research.  Serzice  Monoaraphs  of  the  United  States  Covenuuen 
No.   14.     Baltimore:    The  Johns  Hopkins  Press,   1923,  p.  29-30. 

^^Ibid.,  p.   57. 

•"For  fuller  accounts,  see: 

Chapman,    H.     B.      "OrRanized    Research    in     Education,"     Ohio    State     Vniversi 

Studies,   Bureau   of   Educational    Research   ]\Ionographs,    No.   7.      Columbus,    Ohio:    TI 

Ohio  State  University  Press,   1927,  p.   135-3S. 
Smith,  op.  cit.,  p.  29-56,  75-77. 

'"Smith,  op.  cit.,  p.  77. 


II 


Ten  Years  of  Educational  Research,  1918-1927  67 

Vet  in  1917,  and  in  1921  had  allotted  to  it  additional  duties  and  re- 
sponsibilities under  the  civihan  rehabihtation  act. 

"In  the  earlier  stages  of  its  existence  the  board  was  naturally  mainly  con- 
,  rned  with  the  establishment  of  effective  machinery  for  the  discharge  of  its 
idministrative  responsibilities.  ...  As  the  administrative  situation  has  become 
•tabilized  and  as  effective  working  relations  have  been  established,  the  attention 
)f  the  board  and  of  its  technical  staff  has  been  more  and  more  directed  to  re- 
earch  service.'"' 

"In  general  the  policy  of  the  board  with  regard  to  research  work  has  been 
)ased  upon  the  idea  that  the  board  could  best  assist  the  States  through  con- 
lucting  researches  and  studies  of  an  experimental  character,  in  order  that 
h rough  such  experimental  work  effective  methods  could  be  worked  out  and 
ilaced  at  the  disposal  of  the  States.  In  many  cases  these  researches  have  been 
arried  on  in  cooperation  with  State  officials,  and  these  State  officials  have  al- 
ways shown  themsehes  very  ready  to  assist  the  board  in  its  research  work  in 
iiy  way  that  they  could."'' 

The  research  work  of  the  board  has  been  carried  on  along  six 
ues  :'^  (1)  development  of  a  technique  of  job  analysis,  (2)  develop- 
lent  of  a  plan  for  improving  work  of  employed  foreman,  (3)  secur- 
ig  of  special  information,  (4)  working  out  methods  of  carrying  on 
ivilian  vocational  rehabilitation,  (5)  developing  ways  of  securing  co- 
peration  between  the  home-economics  school  and  the  home,  and 
6)  development  of  agricultural  teacher-training  courses.  The  board 
sues  bulletins  from  time  to  time  which  embody  the  results  of  these 
-search  projects. 

c.  Provisions  by  state  govcrnmoits.  Individual  states  have  done 
)mparatively  little  by  way  of  providing  for  educational  research.  Of 
le  five  state  bureaus  that  cooperated  with  Chapman  in  his  study,  only 
iree  were  highly  developed.'*  The  five  bureaus  were  located  in  Con- 
ecticut,  Georgia,  Minnesota,  New  York,  and  Wisconsin.'^  Bureaus 
■e  also  maintained  by  the  state  departments  of  Arkansas,  Louisiana, 
[aryland,  Mississippi,  and  North  Carolina.'*^ 

5.  Other  provisions.  Formal  provisions  for  educational  research 
vtend  beyond  the  work  of  city,  university,  state,  and  federal  bureaus 
id  the  foundations  into  voluntary  organizations  of  educators  and  edu- 
tional  institutions.  It  would  be  an  almost  impossible  task  to  name 
1  such  organizations  that  have  either  been  formed  for  the  purpose 
'  conducting  or  encouraging  research  or  have  taken  on  such  respon- 
Mlities  since  being  founded.  Chief  among  these  organizations  may  be 
entioned   the    National    Society    for   the    Study    of    Education,    the 


■'"Eighth  Annual  Report  to  Congress  of  the  Federal  Board  for  Vocational   Education, 
ishington:  Government  Printing  Office,  1924,  p.  24. 

"/&!</.,  p.  27. 

'^Ibid.,  p.  24-26. 
I       '■'Chapman,  op.  cit.,  p.  212. 

"/fcid.,  p.  221. 

'•/fcid.,  p.  21. 


68  Bulletin  No.  42 


National  Society  of  College  Teachers  of  Education,  the  Educational 
Research  Association,  the  American  Council  on  Education,  the  Na- 
tional Research  Council,  the  Research  Department  of  the  National 
Education  Association,  the  New  York  Society  for  the  Experimental 
Study  of  Education,  the  World  Federation  of  Educational  Associa- 
tions, and  a  few  state  and  city  research  societies,  such  as  those  of  i 
South  Dakota,  Minnesota,  Los  Angeles,  and  Wilmington,  Delaware. 
By  way  of  illustration,  three  of  these  organizations  will  be  described 
briefly. 

a.  Research  Department  of  the  National  Education  Association. 
The  Research  Department  of  the  National  Education  Association  was 
organized  in  March,  1922,  as  "an  agency  to  carry  on  emergenc}'  re- 
search work."  It  carries  on  and  encourages  "investigations  of  current 
educational  problems."  It  aims  to  provide  timely  data  on  such  prob- 
lems." The  Department  publishes  information  through  two  channels: 
the  Journal  of  the  National  Education  Association  and  Research  Bul- 
letins of  the  Department.  The  first  bulletin  was  entitled  "Facts  on  the 
Cost  of  Public  Education  and  What  They  Mean."  Some  of  the  titles 
of  other  bulletins  are :  "IMajor  Issues  in  School  Finance,"  "The  Prob- 
lem of  Teacher  Tenure,"  "Facts  on  the  Public  School  Curriculum,' 
and  "Teachers'  Salaries  and  Salary  Trends  in  1923." 

h.  American  Council  on  Education.     The  American  Council  oi 

Education  was  organized  in  1918.     However,  the  preliminary  organi 

zation  and  financing  of  the  Council  were  not  developed  sufficiently  fo 

a  Director  to  take  charge  until  December  1,  1919.   The  first  number  o  I 

The  Educational  Record'^  was  issued  in  January,  1920.    The  organ;  j 

zation  and  purposes  of  the  Council  are  concisely  expressed  in  the  fo 

lowing  quotation : 

The  American  Council  on  Education  is  the  central  organization  in  whic 
the  great  national  educational  associations  are  represented.  Its  general  obje 
is  to  promote  and  carry  out  cooperative  action  in  matters  of  common  intere 
to  the  associations  and  to  the  institutions  composing  them.  It  has  three  class 
of  members,  constituent,  associate  and  institutional.  The  constituent  membe 
are  sixteen  national  educational  associations  ....  Associate  members  are  ed 
cational  or  scientific  organizations  having  interests  related  to  the  work  of  t 
Council.  .  .  .  Institutional  members  are  college,  universities,  professional  a 
technical  schools  .  .  .'"  I 

The  Council  was  formed  primarily  as  a  "unifying  agency,"  aimiifj 

"to  stimulate  discussion,  to  focus  opinion,  and  in  the  end  to  bring  abo 


'•Crabtree,  J.  W.     "The  New  Research  Department,"  Bulletin  of  the  Research  Depi 
tiiciit   of  the  Natioiinl  Education  Association,   No.    1.      Washington:     National    Education 
sociation,  June,   1922,  p.  2. 

'*This  is  a  quarterly  published  by  the  Council. 

""American  Council  on   Education,"   The  Educational  Record,   1 :30,  January,   1920. 


i\ 


I 


Ten  Years  of  Educational  Research,  1918-1927  69 

joint  action  on  major  matters  of  higher  education."*"  It  has  found 
that  one  of  the  ways  in  which  it  can  reaHze  these  aims  is  to  foster 
educational  research.  Numerous  small  studies  have  been  initiated. 
However,  the  three  major  studies  carried  on  under  the  auspices  of  the 
Council  are  the  Educational  Finance  Inquiry,  the  Modern  Foreign 
Language  Study, *^  and  a  cooperative  experiment  with  psychological 
examinations  for  college  freshmen.  The  cooperative  experiment  with 
psychological  examinations  for  college  freshmen  was  made  possible 
by  a  grant  from  the  Commonwealth  Fund.  The  National  Research 
Council  Committee  on  Personnel  Research  took  responsibility  for 
assembling  and  editing  the  test  material  annually,  and  the  American 
Council  on  Education  cared  for  the  printing  and  distribution  of  the 
test.     One  hundred  nine  colleges  participated  in  the  study. *- 

c.  Xatio)ial  Research   Council.     The  National   Research   Council 
as  established  in  1916  by  the  National  Academy  of  Sciences  for  the 
JDUrpose  of  organizing  the  scientific  resources  of  the  country  at  a  time 
Ivhen  international  relations  were  tense.     Since  the  War,  the  Research 
Council  has  been  adapted  to  peace  conditions,  its  essential  purpose  be- 
ing "the  promotion  of  scientific  research  and  of  the  application  and 
iiissemination  of  scientific  knowledge  for  the  benefit  of  the  national 
trength  and  well-being."®^    The  Council  is  composed  of  thirteen  ma- 
jor  divisions,  of  which  a  division  on  educational  relations  is  one.    The 
host  ambitious  piece  of  educational  research  sponsored  by  the  Council 
las  been  the  development  of  psychological  examinations   for  college 
jreshmen  in  cooperation  with  the  American  Council  on  Education.^* 
"his  work  has  been  carried  on  under  the  direction  of  a  special  Com- 
iittee  on  Personnel  Research.   The  Division  of  Educational  Relations 
,as  in  the  main  devoted  itself  to  a  study  of  "the  problem  of  the  gifted 
tudent"  and  the  relations  of  higher  institutions  to  research. 

The  research  activities  of  the  period.^^  The  characterization  of 
lis  period  as  one  in  which  quantity  production  has  been  attained  in- 
icates  that  the  research  activities  have  been  numerous.  The  list  of 
.iReports  of  Educational  Research  and  Related  ^Materials"  published 
s  Chapter  II  of  Part  II  of  this  bulletin  shows  that  these  activities  have 
■en  varied  with  respect  to  the  problems  studied.    The  techniques  em- 


u, 


'*" American  Council  on  Education."  A  pamphlet  published  by  the  Council,  apparently 
1923  or  1924,  p.   1. 

^^See  p.  71  of  this  bulletin  for  a  description  of  the  Educational  Finance  Inquiry.  The 
odern  Foreign  Language  Study  is  described  on  p.   75-77. 

'^Thurstone,  L.  L.  "Psvchological  Tests  for  College  Freshmen,"  Educational  Record, 
69-83.  282-94,  .Jipril  and  October,   1925. 

^'"National  Research  Council — Organization  and  Members,  1923-1924."  Washington: 
iiional  Research  Council,   1923,  p.   7. 

^'Thurstone,   of',   cit. 

"This  description  of  research  activities  does  not  include  either  educational  measure- 
nts  or  curriculum  construction.     See  Chapters  IV  and  V. 


70  Bulletin  No.  42 


ployed  also  have  varied.  Hence,  it  is  not  possible  to  classify  the  re 
search  activities  of  the  period  under  certain  techniques  of  topics.  The 
following  description  is  organized  under  five  heads — 

1.  Major  researches 

2.  Controlled  experimentation 

3.  Inquiries  relating  to  school  subjects 

4.  School  surveys 

5.  Summaries  of   reports  of  previous  investigations 

1.  Major  researches.  Five  studies,  or  rather  groups  of  studies, 
appear  to  justify  the  label  "major  researches."^"  By  limiting  the  list 
to  five,  the  writers  do  not  mean  to  imply  that  there  have  not  been  other 
investigations  of  high  importance  during  this  period.  The  limitations 
of  space  preclude  an  extended  list,  and  by  virtue  of  their  importance 
and  the  high  quality  of  research  technique  employed  these  five  seem 
to  stand  out  sufficiently  clearly  to  justify  the  title,  "major  researches." 
The  following  descriptions  are  confined  to  an  indication  of  the  prob- 
lems studied,  the  techniques  employed,  and  the  extensiveness  of  the  in- 
vestigation. No  attempt  has  been  made  to  summarize  or  evaluate  the 
findings.  The  fact  that  such  extensive  studies  have  been  possible  is 
itself  significant.  It  is  convincing  evidence  of  one  aspect  of  the  status 
of  educational  research. 

a.  The  Chicago  reading  studies. ^^°'  Judd  and  his  colleagues  at  th< 
University  of  Chicago  have  extended  the  studies  of  reading  describect, 
on  page  43.    The  new  series  of  studies  includes  the  following: 

BuswELL,  G.  T.     "An  Experimental  Study  of  the  Eye-Voice  Span  in  Reading, 

Supplementary  Educational  Monographs,  No.   17.     Chicago:  The  Univei 

sity  of  Chicago,  1920.     105  p. 
Terry,   P.   W.     "How  Numerals  are  Kta.d," Supplementary  Educational  Mom 

graphs,  No.  18.     Chicago  :  The  University  of  Chicago,  1922.     109  p. 
BuswELL,  G.  T.     "Fundamental  Reading  Habits:   A   Study  of  Their  Develoi 

ment,"   Supplementary   Educational  Monographs,   No.   21.     Chicago:   Tl 

University  of  Chicago,  1922.     150  p. 
CtR.w,  W.  S.     "Remedial  Cases  in  Reading:    Their  Diagnosis  and  Treatment 

Supplementary  Educational  Monographs,  No.  22.    Chicago:  The  Universi  ' 

of  Chicago,  1922.    208  p. 
Jlud,  C.  H.,  and  Buswell,  G.  T.     "Silent  Reading:   A   Study  of  the  \"ario 

Types,"  Supplementary  Educational  Monographs,  No.  23.     Chicago :     T 

University  of  Chicago,  1922.     160  p. 


1 


*'These  five  major  researches  are  as  follows: 

a.  The  Chicago  reading  studies 

b.  The  Educational  Finance  Inquiry 

c.  The   Thorndilce   study  of  the  measurfement   of   intelligence 

d.  Genetic  Studies  of  Genius 

e.  Studies  of  nature  and   nurture 
sea-iiicse  studies  are  included  here  rather  than  later  under  "Inquiries  Relating  to  Scl 

Subjects"  because  they  have  dealt   with  the  mental  and  physical  processes  of  reading  rat 
than  with  its  status  as  a  school  subject. 


Tex  Years  of  Educational  Research,  1918-1927  71 

Gray,  \V.  S.  "Summary  of  Investigations  Relating  to  Reading,"  Supplementary 
Educational  Monographs,  No.  28.  Chicago :  The  University  of  Chicago, 
1925.    275  p.**" 

With  the  exception  of  the  last  one,  whose  title  indicates  its  general 
character,  these  studies  were  made  in  the  reading  laboratory  at  Chica- 
go.*'    As  in  the  case  of  the  earlier  studies,  the  dominant  characteristic 
was  the  use  of  a  specially  devised  apparatus  for  photographing  the  eye- 
movements  of  readers.     In  the  study  of  the  eye- voice  span  this  ap- 
paratus was  supplemented  by  a  dictaphone  for  securing  a  record  of 
jral  reading.     These  mechanical  devices  for  securing  data  were  sup- 
plemented by  other  means  in  two   of  the  studies.     Terry  employed 
ntrospection  in  one  phase  of  his  study  of  the  reading  of  numerals.     In 
he  study  of  diagnosis  and  remedial  instruction,  Gray  employed  various 
nethods  of  diagnosis  of  which  the  photographing  of  eye-movements 
\as  one.     In  the  studies  reported  in  monographs  17,  21  and  23,  sever- 
d  subjects  were  selected  from  the  high-school  and  college  levels.    This 
s  significant  because  the  earlier  studies  were  confined  largely  to  sub- 
ects  from  the  elementary  school,  principally  the  lower  grades.     An- 
)ther  significant  feature  of  the  last  one  of  this  group  is  an  inquiry  into 
he  reading  of  foreign  languages.     In  the  last  study  listed,  Gray  re- 
)orted  an  organized  summary  and  annotated  bibliography  of  436  pub- 
lished  reports  of   reading  investigations.      These   extended   over   the 
.eriod  from  1884  to  July.  1924. 

b.   The  Educational  Finance  Inquiry.    This  investigation,  begun  in 

921,  was  in  charge  of  a  commission  under  the  auspices  of  the  Ameri- 

an  Council  on  Education.     The  Headquarters  Staff  consisted  of  the 

ollowing:    George  D.  Strayer,  Director;  Robert  Murray  Haig,  As- 

ociate  Director ;  Carter  Alexander,  Assistant  Director ;  Howard  G. 

I^urdge,  Assistant  Director  for  the  State  of  New  York;  Mabel  Xew- 

omer.  Economist ;  Mabelle  M.  Campbell,  Secretary  to  the  Commission. 

The  Educational  Finance  Inquiry  is  probably  the  most  extensive 

iece  of  educational  research  ever  undertaken.     A  total  of  $200,000 

as  appropriated  for  the   Inquiry  by  the  Commonwealth   Fund,  the 

■general  Education  Board,  the  Carnegie  Corporation,  and  the  Milbank 

jlemorial  Fund.     The  report  was  published  in  the  following  thirteen 

olumes : 

i.EXANDER,  Carter.     Bibliography  on  Educational  Finance,  Volume  IV.     New 
York :  The  Macmillan  Company,  1924.     257  p. 


"'■The  la-it  four  of  these  studies  were  made  possible  by  appropriations  from  the  Com- 
nwealth  Fund. 

•"'A  partial  exception  should  be  made  in  the  case  of  No.  22  in  which  some  minor  studies 
rried  on  in  the   public   schools  of  Toledo,   Ohio,  are  reported. 


72  Bulletin  No.  42 

Henry,  N.  B.    A  Study  of  Public  School  Costs  in  Illinois  Cities,  Volume  XII. 

New  York  :  The  Macmillan  Company,  1924.     82  p. 
Hunt,  C.  W.     The  Cost  and  Support  of  Secondary  Schools  in  the  State  of  New 

York,  Volume  III.     New  York:  The  Macmillan  Company,  1924.     107  p. 
McGaughy,  J.  R.     The  Fiscal  Administration  of  City  School  Systems,  Volume 

V.     New  York :  The  Macmillan  Company,  1924.    95  p. 
Morrison,  H.   C.     The  Financing   of  Public  Schools  in   the  State   of  Illinois, 

Volume  IX.     New  York :  The  Macmillan  Company,  1924.     162  p. 
Newcomer,   Mabel.      Financial   Statistics    of   Public    Education    in    the    United 

States,   1910-1920,   Volume   VI.      New   York:      The    ^Macmillan   Company, 

1924.     188  p. 
Reeves,  F.  W.     The  Political  Unit  of  Public  School  Finance  in  Illinois,  Volume 

X.     New  York :  The  Macmillan  Company,  1924.     166  p. 
Russell,  W.   F.,  et  al.     The  Financing  of  Education  in  lozua.  Volume  \TII. 

New  York :  The  Macmillan  Company,  1925.    279  p. 
Sears,   J.    B.,   and    Cubberley,   E.    P.      The    Cost   of   Education    in    California, 

Volume  VII.     New  York:  The  Alacmillan  Company,  1924.     35v^  p. 
Stevens,  E.  B.,  and  Elliott,  E.  C.     Unit  Costs  of  Higher  Education,  \'olume 

XIII.     New  York:     The  Macmillan  Company,  1925.     212  p. 
Stoops,  R.  O.    Elementary  Scliool  Costs  in  the  State  of  New  York,  Volume  II. 

New  York :  The  Macmillan  Company,  1924.     123  p. 
Strayer,  G.  D.,  and  Haig,  R.  M.     The  Financing  of  Education  in  the  State  oj 

Nezv  York.     New  York :  The  Macmillan  Company,  1923.     205  p. 
Willett,  G.  W.     The  Public  School  Debt  in  Illinois,  Volume  XI.     N^ew  York 

The  Macmillan  Company,  1924.     97  p. 

c.  The  Thorndike  study  of  the  measurement  of  intelligence.  Dur 
ing  a  period  of  three  years  beginning  July  1,  1922,  E.  L.  Thorndike 
and  his  co-workers  in  the  Division  of  Psychology  of  the  Institute  o 
Educational  Research  carried  on  an  investigation  of  the  "nature  an< 
meaning  of  the  measurement  of  a  mental  fact  in  the  sample  case  of  in 
telligence,  or  rather  a  defined  segment  thereof."  The  study  is  reportei 
in  a  volume  of  616  pages. ^^  Its  scope  is  indicated  by  the  followin 
list  of  chapter  titles  : 

The  Present  Status 

The  Measurement  of  Diftkulty 

The  Measurement  of  the  Intellectual  Difficulty  of  Tasks  and  of  Level  c 
Intellect :  More  Rigorous  and  Exact  Methods 

The  Measurement  of  the  Intellectual  Difficulty  of  a  single  Brief  Task 

The  Measurement  of  the  Intellectual  Diflicully  of  Tasks  by  a  Consensi 
of  Expert  Opinion 

Levels  of  Intellect 

The  Transformation  of  the  Scores  of  Standard  Intelligence  Examinatioi 
into  Terms  of  Scales  with  Equal  L^nits 

The  Form  of  Distribution  of  Intellect  in  Ivlan 

A  Scale  for  Measuring  Altitude  of  Intellect 

The  Absolute  Zero  of  Intellectual  Diflicully 

The  Measurement  of  the  Altitude  of  an  Individual  Intellect 

The  Measurement  of  Width  and  Area  of  Intellect 

The  Relations  of  Altitude  to  Width,  Area,  and  Speed 


""Thorndike,   E.   L.,   ct  al.      The  Measurement  of  Intelligence.      New   York:     Bureau 
Publications,  Teachers  College,  Columbia  University,   1927.     6i6  p. 


Ten  Years  of  Edlxatioxal  Research,  1918-1927  73 

The  Meaning  of  Scores  Obtained  in  Standard  Intelligence  Examinations 

The  Nature  of  Intellect 

The  Measurement  of  Original  Intellectual  Capacity  and  of  Acquired  In- 
tellectual Abilit\- 

Changes  in  the  Altitude  and  Area  of  Intellect  With  Age 

Summary  of  Results  and  Applications  to  the  Measurement  of  Human 
Abilities  in  General 

d.  Genetic  Studies  of  Genius.     The  group  of  researches  known  as 

Genetic  Studies  of  Genius"  were  begun  in  1921  at  Stanford  Univer- 

-itv  under  the  direction  of  Lewis  ,A1.  Terinan.     The  purpose  and  scope 

if  the  investigation  are  indicated  by  the  following  statements: 

The  purpose  of  the  present  investigation  has  been,  therefore,  to  determine 
in  what  respects  the  typical  gifted  child  differs  from  the  t\-pical  child  of  normal 
lentality.     Data  have  been  collected  on  more  than  1,400  children,  each  of  whom 
inks  well  within  the  top  one  per  cent  of  the  unselected  school  population  of 
irrcsponding  age.     The  greater  part  of  this  report,  however,  is  devoted  to  643 
,~uch  children,  who  constitute  a  typical  group  for  whom  the  data  at  hand  are 
most  extensive.     Less  extensive  material  is  reported  for  a  second  group  of  309 
-■ibjects    (Chapter  XIX),  making  a  total,   in   round   numbers,   of  nearly   1,000 
'fted  subjects  for  whom  data  have  been  analyzed.     On  many  points  control 
iata  have  been  secured  for  600  to  800  unselected  children.    The  plan  of  the  in- 
vestigation called  for  the  collection  of  about  65  pages  of  test  and  measurement 
data  and   about   35  pages   of   questionnaire  data,  a  total   of   approximately   100 
I'ages  for  each  child.    Practically  all  of  this  material  was  obtained  for  more  than 
')0  per  cent  of  the  mam  experimental  group  of  643  subjects,  and  about"  half  of 
it  for  nearly  600  other  gifted  subjects.     In  addition,  a  large  part  of  the  material 
was  also  obtained  for  several  hundred  unselected  children.*' 

Merely  locating  "1,400  children,  each  of  whom  ranks  well  within 
the  top  one  per  cent  of  the  unselected  school  population  of  correspond- 
ing age,"  was  a  gigantic  task.  Something  of  the  magnitude  of  the 
investigation  is  indicated  by  the  fact  that  after  these  children  were 
located  100  pages  of  data  were  collected  for  each  child  and  the  total 
mass  of  information  was  analyzed,  summarized,  and  interpreted.  The 
group  of  studies  was  hnanced  by  appropriations  from  the  Common- 
wealth Fund  and  the  Thomas  W'elton  Stanford  Fund.  The  report  has 
jbeen  published  in  two  volumes : 

Termax.  L.  M.,  rt  al.     Genetic  Studies  of  Genius,  \'o\.  I.  Mental  and  Physical 

Traits   of  a    Thousand   Gifted   Children.      Stanford   University:    Stanford 

University  Press,  1925.    648  p. 
Cox.  C.  M.,  et  al.    Genetic  Studies  of  Genius,  \'ol.  II.     The  Early  Mental  Traits 

of  Three  Hundred   Geniuses.     Stanford   University:    Stanford  Universitv 

Press,  1926.    842  p. 

Two  supplementary  studies  have  been  published  separately : 
Termax,  L.  M.  and  Lima,  M.\rgaret.    Children's  Reading:  A  Guide  for  Parents 

and  Teachers.     Xcw  York:  D.  Appleton  and  Company,  1925. 

I  _**Terman,  L.  M.,  et  al.     Genetic  Studies  of  Genius,  Vol.  I.     Stanford  University.  Stan- 

|iord  Univer,sity  Press,  1925,  p.  viii-ix. 


74  Bulletin  No.  42 

Raubenheimer,  a.  S.  "An  Experimental  Study  of  Some  of  the  Behavior  Traits 
of  the  Potentially  Delinquent  Boy,"  Psychological  Monographs,  \'ol.  34, 
No.  6.  Princeton,  New  Jersey :  Psychological  Review  Company,  1925. 
107  p. 

e.  Studies  of  nature  and  nurture.  A  group  of  studies  relating  to 
the  "possibilities  and  limitations  of  training"  made  under  the  direction 
of  a  committee  of  the  National  Society  for  the  Study  of  Education 
have  been  published  as  The  Twenty-Seventh  Yearbook,  Part  I  and 
Part  IP^^  of  that  society.  Twenty-one  names  are  listed  as  authors  and 
the  several  reports  total  813  pages.  A  small  portion  of  the  expense  of 
the  group  of  studies  was  borne  by  the  National  Society  for  the  Study 
of  Education.  "Four  of  the  major  contributions — the  Chicago  and 
Stanford  investigations  of  foster  children,  the  Holling\vorth-Cobb  in- 
vestigation, and  the  Heilman  investigation — have  been  facilitated  by 
grants  from  the  Commonwealth  Fund,  from  Mr.  Max  Rosenburg,  fron: 
Stanford  University,  from  the  Institute  of  Educational  Research  oj 
Teachers  College,  from  the  Carnegie  Corporation  of  New  York,  fron: 
the  Colorado  State  Teachers  College,  and  from  the  Denver  Public 
Schools."  ■  Many  other  organizations  and  institutions  contributed,  us- 
ually indirectly  "through  permitting  their  representatives  to  devote 
their  time  and  energy  to  the  gathering  of  data  and  preparation  of  con- 
tributions." The  total  cost  of  the  studies  has  been  estimated  by  Lewi; 
M.  Terman,  chairman  of  the  committee,  to  be  in  excess  of  $100,000. 

2.  Controlled  experimentation.  Experimentation,  especially  un 
der  classroom  conditions,  was  necessarily  limited  until  after  the  de- 
velopment of  adequate  achievement  tests.  Furthermore,  refined  ex 
perimentation  requires  the  measurement  of  general  intelligence  o: 
capacity  to  learn.  When  convenient  group  intelligence  tests  becann 
available  about  1920,  the  way  was  open  for  experimentation  and  thi 
type  of  educational  research  quickly  became  popular.  The  idea  o 
experimentation  is  a  very  attractive  one.  Theoretically  this  type  o 
educational  research  affords  a  means  of  answering  all  questions  con 
cerning  the  merits  of  educational  procedures  and  materials.  Unde 
the  heading,  "Experimental  selection  of  methods  and  materials  o 
study,  instruction  and  supervision,"  McCall  wrote  in  1022: 

Everything  that  touches  a  pupil  shows  whether  it  is  gold.  Teacher,  super 
visor,  principal,  superintendent,  United  .States  Commissioner  of  Educatioi 
materials,  methods,  normal  schools,  this  book,  educational  tests,  the  educa 
tional  philosopher  who  confines  himself  solely  to  a  contemplation  of  the  ulti 
mate,  all  these  show  whether  they  arc  gold  or  dross  by  the  efficiency  the 
show  in  altering  the  synaptic  connections  of  this  pupil's  neurones.     If  no  one  o 

"""Term.-in,  L.  M.,  ct  al.  "Nature  ami  Nurture,"  Twenty-Scventli  Yearbook  of  th 
National  Society  for  the  Studv  of  Education,  Parts  I,  II.  Bloomington,  Illinois:  Publi 
School   Publishing  Company,   1928.     •46.S,   397   p. 


Ten  Years  of  Educational  Research,  1918-1927  75 

'he  above  produces  any  desirable  change  in  the  pupil  thej"  are  educationalh'  with- 
ut  worth."" 

In  the  first  chapter  of  How  to  Experiment  in  Education,  pubHshed 
in  1923,  McCall  wrote  : 

"Everywhere  there  are  evidences  of  an  increasing  tendency  to 
evaluate  educational  procedures  experimentally." 

Although  McCall  probably  should  be  classified  as  an  experimenta- 
tion enthusiast,  his  statements  are  indicative  of  the  widespread  inter- 
est in  this  t\^e  of  educational  research.  A  number  of  extensive  ex- 
perimental investigations  have  been  vmdertaken.  For  example,  in  the 
autumn  of  1920  the  Bureau  of  Educational  Research  at  the  University 
of  Illinois  began  three  experiments^^  in  the  schools  of  Chicago,  one  of 
which  involved  about  8,000  children  and  extended  over  a  period  of  two 

ears.  Collings®-  has  reported  an  experiment  that  extended  over  a 
period  of  four  years. 

3.  Inquiries  relating  to  school  subjects.  There  have  been  three 
outstanding  inquiries  relating  to  school  subjects:  the  investigation  by 
the  National  Committee  on  Mathematical  Requirements  of  The  Mathe- 
matical Association  of  America,  begun  in  1916  and  reported  in  1923  ;®^ 
the  Classical  Investigation  conducted  by  the  Advisory  Committee  of  the 
American  Classical  League,  begun  in  1920  and  reported  in  1924-25  f* 

nd  the  Modern  Foreign  Language  Study  under  the  auspices  of  the 
American  Council  on  Education,  with,  the  cooperation  of  the  Canadian 
Committee  on  Modern  Languages  and  the  United  States  Bureau  of 
Education,  begun  in  1924  and  still  in  progress. ^"^    The  History  Inquiry, 


•"McCall,  W.  A.  Ho-iV  to  Measure  in  Education.  New  York:  The  Macmillan  Company, 
1923,  p.  156. 

""Relation  of  Size  of  Class  to  School  Efficiency,"  University  of  Illinois  Bulletin,  Vol. 
19,  No.  45,  Bureau  of  Educational  Research  Bulletin  No.  10.  Urbana:  University  of  Illinois, 
1922.     39  p. 

Monroe,  W.  S.  "Relation  of  Sectioning  a  Class  to  the  Effectiveness  of  Instruction," 
University  of  Illinois  Bulletin,  Vol.  20,  No.  11,  Bureau  of  Educational  Research  Bulletin  No. 
11.     Urbana:    University  of  Illinois,   1922.      18  p. 

Odell,  C.  W.  "The  Use  of  Intelligence  Tests  as  a  Basis  of  School  Organization  and 
[Instruction,"  Unii-crsit\  of  Illinois  Bullciin,  Vol.  20,  No.  17.  Bureau  of  Educational  Re- 
I search  Bulletin  No.   12.'   Urbana:    University  of  Illinois,   1922.     78  p. 

"-Collings,  Ellsworth.  An  Experiment  with  a  Project  Curriculum.  New  York:  The 
Macmillan  Company,"  1923.     346  p. 

""The  Reorganization  of  Mathematics  in  Secondary  Education,"  The  Mathematical  As- 
I  aociation  of  America,  Inc.,  1923.     652  p. 

'  **"The  Classical  Investigation";  Part  I,  General  Report;  Part  III,  The  Classics  in  Eng- 

I  land,   France,   and   German  v.      Princeton,   New  Jersey:   Princeton   University   Press,    1924,   305 
p.;  1925,  204  p. 

"In  addition  to  shorter  bulletins  and  mimeographed  statements,  the  following  publica- 
tions have  either  been  issued  or  are  in  press: 

\yood,  B.  D.  "New  York  Experiments  with  New-Type  Modern  Language  Tests," 
Publications  of  the  American  and  Canadian  Committees  on  Modern  Languages,  Vol.  1.  New 
York:    The  Macmillan  Company,  1927.     339  p. 

Buswell,  G.   T.     "A   Laboratory  Study  of  the  Reading  of  Modern   Foreign  Languages," 
Publications  of  the  Atncrican  and  Canadian  Committees  on  Modern  Languages,  Vol.   2.      New 
i  York:    The  Macmillan  Company,   1927.     100  p. 

Wylie,   A.   T.     "Enrollment   in   Modern   Foreign   Languages   in   Secondary   Schools   and 
I  Colleges   in  the   United   States,"   Publications  of  the  American  and  Canadian   Committees  on 
Modern  Languages,  Vol.  — .     New  York:     The  Macmillan  Company,   192 — .     —  p. 


76  Bulletin  No.  42 


I 


carried  on  during  the  period  from  October  1,  1923,  to  April  1,  1924* 
by  a  committee  of  the  American  Historical  Association,^®  is  one  of  i 
number  of  minor  inquiries. 

Each  of  the  three  major  investigations,  being  national  in  scope 
and  generously  financed,^'  involved  the  cooperation  of  a  large  number 
of  persons  and  data  were  collected  on  an  extensive  scale.  In  the  Mathe- 
matical Investigation,  approximately  four  hundred  coefficients  of  cor- 
relation and  correlation  ratios  of  school  marks  were  computed   for 
graduates  of  six  high  schools  (from  200  to  700  pupils  per  school),  ex- 
perimental studies  were  carried  on  in  fifteen  high  schools,  and  ques- 
tionnaire returns  were  secured  from  2083  college  students,  approxi- 
mately eight  thousand  high-school  students,  and  155  business  and  pro 
fessional  men.    The  Classical  Investigation  secured  the  cooperation  o 
"the  principals  and  Latin  teachers  of  over  10,000  secondary  schools,  th< 
registrars  or  other  officials  of  practically  every  college  in  the  country 
all  the  state  superintendents  of  public  instruction  and  many  other  per 
sons."     Among  the  "many  other  persons"  were  "forty-eight  leadinj 
professors  of  education  and  psycholog}-,"  many  graduate  students  wh( 
prepared  masters'  and  doctors'  theses  as  part  of  the  investigation,  an( 
thousands  of  high-school  and  college  students  and  graduates.     As  ai 
outgrowth   of   this   investigation,    Henmon   prepared   his    "'A    Frencl 
Word  Book  Based  on  a  Count  of  -+00,000  Running  Words."^^     Th 
extensiveness  of  The  ^Modern  Language  Study  is  indicated  by  the  fol 
lowing  facts  relative  to  the  Wood  and  Buswell  investigations :  WoO' 
made  three  studies;  the  first  involved  "all  students  of  French  and  Span 
ish  in  the  junior  high  schools  of  Xew  York  City  ....  in  June,  1925" ;' 
the  second  involved  all  pupils  taking  the  French,  Spanish,  German,  an>  I 
Physics  examinations  of  the  Regents  of  the  State  of  Xew  York  i 
June,  1925  :  31,025  pupils;  the  third  stud}-  was  a  second  survey  simila 
to  the  first.     Buswell  made  an  intensive  study  of  eye-movements  i 
reading   foreign  languages;   "altogether,    192   different   subjects   wer 
used  in  the  investigation,  .  .  .  601  different  photographs  were  taken, 


Buchanan,  M.  A.  (Compiled  by).  "A  Graded  Spanish  Word  Book,"  Publications  > 
the  American  and  Canadian  Committees  on  Modern  Languages,  Vol.  — .  Toronto,  Canad. 
The  University  of  Toronto  Press,   192- — .     —  p. 

"Report  of  Progress  on  the  Modern  Foreign  Language  Study,"  Submitted  by  the  Exec 
live  Committee  and  Special  Investigators  to  the  Committee  on  Direction  and  Control  at  i 
Meeting  in  Chicago,  Illinois,  December  31,  1925,  to  January  2,  1926.  44  p.  (Mimeographi 
and  bound.) 

»«Dawson,  Edgar.     "The  History  Inquiry,"  Historical  Outlook,   15:239-72,  June,   1924 

*'A11  four  investigations  received  grants  of  money  or  technical  assistance  from  found 
tions  or  similar  organizations:  the  Mathematical  Investigation  from  the  General  Educatit 
Board  of  New  York  City;  the  Classical  Investigation  from  the  General  Education  Board;  t 
Modern  Language  Study  from  the  Carnegie  Corporation  of  New  York;  and  the  History  I 
quiry  from  the  Institute  of  Educational   Research  of  Teachers  College,   Columbia  University 

**Henmon,  V.  A.  C.  "A  French  Word  Book  Based  on  a  Count  of  400,000  Runnii 
Words,"  Unit'crsity  of  IVisconsin,  Bureau  of  Educational  Research  Bulletin,  Xo.  3.  Madiso 
University  of  Wisconsin,   1924.     84  p. 

•"The  number  was  approximately  50,000. 


Tex  Years  of  Educational  Research,  1918-1927  11 

md  2,040  paragraphs  were  read  by  the  subjects,  who  were  elementary- 
ichool,  high-school,  and  college  students,  and  expert  adult  readers  of 
he  languages  studied :  English,  French,  German,  Spanish,  Latin.  Six 
housand  six  hundred  feet  of  kinetoscope  film  were  used. 

4.  School  surveys.  The  school  survey  movement,  which  had 
eached  approximately  its  present  form  by  1918,  has  lost  none  of  its 
igor  since  that  date.  Certain  new  features  and  tendencies  have  ap- 
peared, however,  within  the  past  ten  years.  Probably  the  most  im- 
:)ortant  have  been  the  use  of  intelligence  tests  as  well  as  tests  of 
ichievement  and  the  development  of  a  group  of   "professional   sur- 

eyors."  This  latter  development  is  indicated  by  the  establishment  of 
he  Division  of  Field  Studies  of  the  Institute  of  Educational  Research 
it  Teachers  College  in  1922.  Under  the  direction  of  G.  D.  Strayer, 
his  division  has  conducted  about  twenty-five  city  school  surveys  and 
■  imilar  studies.  Another  tendency  has  been  the  replacement  of  the 
ormal  survey,  made  chiefly  by  outside  experts,  by  the  so-called  "con- 
inuous  survey,"  made  entirely  or  mostly  under  the  direction  of  local 
;chool  officials.  In  this  type  of  survey,  certain  phases  of  the  school 
'.ystem  are  studied  one  year,  other  aspects  the  next  year,  and  so  on,  so 
hat  once  within  a  period  of  years  each  important  phase  is  rather 
horoughly  and  critically  studied.  In  other  words,  although  at  first 
>urveys  were  usually  thought  of  as  something  outside  of  the  regular 
outine  of  administration  and  supervision,  in  many  cases  being  made 
o  justify  a  superintendent  or  school  board  or  to  settle  certain  questions 
it  issue,  they  have  been  incorporated  into  the  regular  routine  of  many 
chool  systems. 

Nevertheless,  there  is  still  a  legitimate  place  for  formal  surveys  by 
■utside  experts.  Many  such  surveys  have  been  made,  although  none 
tppear  to  be  as  distinctive  as  some  of  those  prior  to  1918.  The  most 
laborate  ones  have  been  state-wide  rather  than  confined  to  a  single 
ity  as  were  the  New  York  Survey  in  1911-12  and  the  Gary  Survey  in 
916.  Among  the  more  important  state-wide  surveys  were  those  of 
he  Virginia  schools, ^°°  of  Mississippi,^"^  and  of  the  rural  schools  of 
Vew  York  State.^o^ 

5.  Summaries  of  reports  of  previous  investigators.  The  sum- 
nary  for  reading  by  Gray^*'^  and  the  one  for  arithmetic  by  Buswell  and 


""Inglis,  A.  J.   (Director).     Virginia  Public  Schools.     Yonkers:    World  Book  Companv, 
020-21.     Parts  I  and  II. 

'"'O'Shea,  M.  V.     Public  Education  in  Mississippi. 

O'Shea,  M.  V.     A  State  Educational  System  at   Work.     1927.     368  p. 
""Works,   G.   A.,  ct  at.     Rural  ScJtool  Suitcv  of  New  York  State.     Ithaca,   New   York: 
oint  Committee  on  Rural  Schools,  1922-23.     8  volumes. 

'"^Gray,  W.  S.  "Summary  of  Investigations  Relating  to  Reading,"  Supplementary  Edu- 
ational  Monographs,  No.  28.  Chicago:  University  of  Chicago,  192S.  275  p.  Supplemented 
in  the  Elementary  School  Journal,  26:449-59,  507-18,  574-84,  662-73;  27:456-66,  495-510;  28: 
f43-S9,  587-602. 


Bulletin  No.  42 


Judd^°*  are  probably  the  most  ambitious  attempts  to  bring  together  in 
an  organized  form  the  results  of  studies  within  given  fields,  but  educa- 
tional writings  of  the  past  ten  years  include  a  number  of  other  sum- 
maries.^"^  The  development  of  the  interest  in  summarizing  reports  of 
researches  within  given  fields  is  probably  indicated  roughly  by  the 
number  of  bibliographies  published.  Table  III  gives  the  frequencies 
by  years  of  those  included  in  "A  Bibliography  of  Bibliographies."^"* 
Although  this  compilation  includes  bibliographies  from  1900  to  1926, 
nearly  half  of  them  bear  the  date  of  1923  or  later.  The  need  for  com- 
piling bibliographies  is  much  greater  than  formerly,  but  the  develop- 
ment of  an  interest  in  summarizing  reports  of  previous  investigations 
is  a  characteristic  of  the  educational  research  of  the  period  1918-27. 

The  accomplishments.  In  attempting  an  appraisal  of  educational 
research  during  the  period  1918-27  it  is  necessary  to  bear  in  mind 
that  there  have  been  many  types  of  investigations.  Experimentation 
and  other  studies  involving  the  administration  of  educational  tests  are 
probabh'  most  numerous,  but  educational  research  also  includes  studies 
of  educational  history,  school  finance,  buildings  and  equipment,  train- 
ing and  experience  of  teachers,  eye-movements  of  readers,  social  com- 
position of  the  school  population,  and  the  like.  It  is  also  necessary  tc 
keep  in  mind  the  distinction  between  collecting  descriptive  facts  anc 
determining  principles  or  rules  specif3'ing  what  should  be. 

It  is  obvious  that  during  this  period  from  1918  to  1927  an  enor- 
mous mass  of  descriptive  data  has  been  collected  and,  in  many  cases 


^•"Buswell,  G.  T.  and  Judd,  C.  H.  "Summary  of  Educational  Investigations  Relating  t 
Arithmetic,"  Supplementary  Educational  Monographs,  No.  27.  Chicago:  University  of  Ch 
cage,  1925.  212  p.  Supplemented  in  the  Elementary  School  Journal,  26:692-703,  745-58 
27:685-94,  731-44;  28:702-9. 

io5-fi,g  following  are  some  of  the  more  important  ones: 

Alexander,  Carter.  "Research  in  Educational  Publicity,"  Teachers  College  Rccort 
29:479-487,  March,  1928. 

Brown,  J.  C.  "A  Summary  of  Some  Significant  Conclusions  Reached  by  Investigatoi 
Relative  to  Arithmetic,"  Elementary  School  Journal,  25:346-57,  January,   1925. 

Good,  C.  V.  "The  Literature  on  College  Teaching,"  School  and  Society,  27:481-48! 
April  21,   1928. 

Gunthorp,  Horace,  and  Mudge,  E.  L.  "The  Research  Contribution  of  the  Smalk 
Colleges,"  School  and  Society,  11:656-60,  May  29,  1920. 

Kepner,  P.  T.  "A  Survey  of  the  Test  Movement  in  History,"  Journal  of  Education, 
Research,  7:309-25,  April,  1923. 

Lane,  M.  R.  "Some  Recent  Researches  in  Guidance,"  School  and  Societv,  20:268-7 
August  30,   1924. 

Strayer,  G.  D.  "The  Scientific  Approach  to  the  Problems  of  Educational  Administr 
tion,"  School  and  Society,  24:685-95,  December  4,   1926. 

Symonds,  P.  M.  "Methods  of  Investigation  of  Study  Habits,"  School  and  Sociel 
24:145-52,  July  31,   1926. 

Theisen,  W.  W.  "Recent  Progress  in  Educational  Research,"  Journal  of  Education 
Research,  8:301-14,  November,   1923. 

Trabue,  M.  R.  "Educational  Research  in  1925,"  Journal  of  Educational  Researc 
13:336-44,   May,   1926. 

Woodring,  M.  N.  and  Flemming,  C.  W.  ".\  Survey  of  Investigations  on  Study 
Teachers  College  Record,  29:527-549;  605-617,  March  and  April,   1928. 

Woody,  Clifford.  "A  Survey  of  Educational  Research  in  1923,"  Journal  of  Edui 
tional  Research,  9:357-81,  May,   1924. 

'"".Monroe,  W.   S.  and  Asher,  Ollie.     "A  Bibliography  of  Bibliographies,"  University 
Illinois  Bulletin,  Vol.  24,  .No.  44,  Bureau  of  Educational  Research  Bulletin  No.  36.     Urban 
University  of  Illinois,   1927.     60  p. 


f 


Ten  Years  of  Educational  Research^  1918-1927 


79 


Table  III 

Frequencies  by  Years  of  Bibliographies  in 

"A  Bibliography  of  Bibliographies" 


Year 

1 
Frequency 

Year 

Frequency 

1900 

1 

1915 

3 

1901 

1916 

6 

1902 

1 

1917 

9 

1903 

1918 

7 

1904 

1919 

13 

1905 

1920 

9 

1906 

1921 

19 

1907 

3 

1922 

7 

1908 

3 

1923 

28 

1909 

2 

1924 

34 

1910 

3 

1925 

34 

1911 

3 

1926 

18 

1912 

4 

1913 

11 

1914 

14 

Total 

1 

232 

immarized  and  published.  The  coUecticais  iiichide  such  items  as 
.ironological  ages  of  children,  test  scores,  school  marks,  interests  of 
hildren,  enrollment  data,  size  of  classes,  expenditures,  tax  rates,  eye- 
lovements  of  various  types  of  readers,  words  appearing  in  children's 
ritings.  training  and  experience  of  teachers,  duties  of  teachers,  legal 
^atus  of  the  superintendent,  social  composition  of  boards  of  education, 
'uties  of  janitors,  types  of  school  equipment,  arithmetical  problems 
icountered  by  adults,  and  topics  appearing  in  the  Literary  Digest. 
.s  a  basis  for  a  general  appraisal,  it  may  be  noted  that  many  of  the 
ems  of  information  collected  are  inaccurate  or  faulty  in  other  re- 
)ects,  and  in  most  cases  the  collections  are  fragmentary.  Conseciuent- 
,  the  total  accumulation  of  data  must  be  heavily  discounted  when 
leir  usefulness  is  considered.  For  example,  the  tabulations  of  scores 
Jbtained  by  a  state-wide  administration  of  a  silent  reading  test  have  a 
ler}-  limited  usefulness.  The  scores  from  the  several  schools  proba- 
cy involve  constant  errors,  and  the  organization  of  the  school  sys- 
•ms  and  the  instruction  vary  widely.  .Since  these  factors  are  un- 
jnown,  any  interpretation  of  the  data  collected  must  be  qualilied.  The 
'ermanent  value  of  the  information  is  even  less. 

In  order  to  obtain  an  index  of  contributions  in  the  form  of  princi- 
les  or  rules,  the  volumes  of  the  Journal  of  Educational  Research  from 
anuary,  1920,  to  June,  1927,  were  analyzed.  The  total  number  of 
rtides  was  467.  Of  this  number.  72.  or  approximately  15  per  cent, 
[ipear  to  qualify  as  experimental  investigations  in  which  an  attempt 
jas  made  to  evaluate  a  method  of  teaching  or  some  other  procedure 
?1ative  to  instruction.    Thirty-five  of  these  studies  or  slightly  less  than 


80  Bulletin  No.  42 

half,  were  controlled  experiments.  Only  seven  were  definitely  built 
upon  previous  investigations  and  in  only  seventeen  others  was  any 
comparison  made  with  the  results  of  previous  investigations.  Thus, 
forty-eight,  or  two-thirds  of  the  total  number,  may  be  considered  rela- 
tively isolated  studies.  If  the  conclusions  reached  in  the  experimental 
studies  reported  in  the  Journal  of  Educational  Research  are  accepted 
at  face  value,  what  contributions  do  they  make?  The  answer  to  this 
question  may  be  indicated  by  giving  a  few  typical  conclusions  : 

1.  Success  in  reading  came  to  all  problem  cases  "through  careful,  thought- 
ful diagnosis,  and  an  application  of  such  remedial  measures  as  seemed  likely  tc 
meet  each  child's  difficult}'.'""' 

2.  Improvement  in  comprehension  in  reading  will  result  from  drill,  tht 
children  of  lesser  ability  profiting  most."' 

3.  Among  the  conclusions  of  one  study  it  is  stated  that  concentrated  atten 
tion  on  drill  in  arithmetic  resulted  in  increased  skill  no  matter  what  method  wa: 
used,  but  the  teacher  was  found  to  be  a  factor."" 

4.  The  inability  of  children  to  hold  their  attention  to  the  task  of  adding  : 
long  column  ma}'  be  remedied  by  requesting  them  to  di\ide  the  column  into  t\v< 
parts  and  add  them  separateh'."" 

5.  The  lecture-demonstration  method  is  superior  for  bright  students.'" 

6.  "The  chief  conclusion  to  be  drawn  ...  is  that  there  is  no  advantage  ii 
having  children  write  their  spelling  words  in  sentences.""" 

7.  In  another  investigation  the  conclusion  is  reached  that  "grouping  word 
of  similar  difficulty  together  in  spelling  is  a  significant  factor,  and  that  groupin 
of  words  for  study  secures  approximately  10  per  cent  better  results  than  a  stud 
of  words  in  a  chance  order.""^ 

8.  Note-takers  show  marked  superiority  in  quiz  results  except  when  a  trm 
false  examination  is  given  immediately  following  the  lecture.  Note-takers  ha\ 
greater  organization  and  retention."^ 

9.  "Knowledge  that  there  may  be  a  final  examination  will  produce  wortl 
while  resuhs.""' 

When  all  of  the  conclusions  are  brought  together  the  result  : 

disappointing.     Some  of  them   approach  being  platitudinous ;   othei 

deal  with  relatively  unimportant  details  of  instructional  procedure.    ^ 

already  pointed  out,  most  of  the  studies  have  no  connection  with  oth( 

investigations. 


^"'Geiger,   Ruth.     "A   Study  in   Reading   Diagnosis,"   Journal   of  Educational  Keshan 
8:283-300,   November,   1923. 

"'Alderman,  G.  H.  "Improving  Comprehension  Ability  in  Silent  Reading,"  Journal 
Educational  Research,  13:11-21,  January,   1926. 

'"^Kelly,  F.  J.  "The  Results  of  Three  Types  of  Drill  on  the  Fundamentals  of  Ari 
metic,"  Journal  of  Educational  Research,  2:693-700,  November,   1920. 

""Ballenger,  H.  L.  "C)vercoming  Some  Addition  Difficulties,"  Journal  of  Educatioi 
Research,   13:111-17,  February,   1926. 

^"Anibel,  F.  G.  "Comparative  Effectiveness  of  the  Lecture-Demonstration  and  ! 
dividual-Laboratory  Method,"  Journal  of  Educational  Research,   13:355-66,   May,   1926. 

''^Hawley,  W.  E.  and  Gallup,  Jackson.  "The  'List'  Versus  the  'Sentence'  Method 
Teaching  Spelling,"  Journal  of  Educational  Research,  5:306-10,  April,   1922. 

^"Tidyman,  W.  F.  and  Johnson,  Edith.  "Value  of  Grouping  Words  According 
Similar  Difficulties  in  Spelling,"  Journal  of  Educational  Research,  10:297-301,  Novemb 
1924. 

'^^Crawford,  C.  C.  "Some  Experimental  Studies  of  the  Results  of  College  Note-t 
ing,"  Journal  of  Educational  Research,   12:379-86,  December,   1925. 

'"Schutte,  T.  H.  "Is  There  Value  in  the  Final  Examination?"  Journal  of  Educatio 
Research,   12:204-13,   October,   1925. 


Ten  Years  of  Educational  Research,  1918-1927  81 

If  we  examine  critically  the  research  techniques  employed  by  the 
'irious  investigators,  it  becomes  apparent  that  most  of  the  conclusions 
lust  be  discounted.  The  seventy-two  reports  of  experiments  were 
ossified  under  three  heads:  (1)  research  technique  satisfactory,  or 
oen  only  to  minor  criticisms;  (2)  research  technique  reasonably  satis- 
ictory  but  generalization  not  justified;   (3)   research  technique  open 

I  such  serious  criticism  that  the  conclusion  is  not  dependable.     Only 
e  out  of  the  seventy-two  articles  were  placed  in  the  first  group ; 

t  enty  were  assigned  to  the  second ;  and  forty-seven,  nearly  two-thirds, 
Mve  listed  as  being  open  to  such  seriovis  criticism  that  the  conclusion 
culd  not  be  accepted  as  dependable. 

One  of  the  chief  reasons  for  assigning  studies  to  the  last  group 
MS  the  abnormality  of  the  experimental  conditions.  In  several  in- 
smces,  the  improvement  in  achievement  noted  appeared  to  have  been 
ue  to  the  enthusiasm  of  the  teacher  for  the  procedure  rather  than  to 
;  y  inherent  worth.  The  fact  that  a  procedure  is  new  frequently  re- 
Its  in  unusual  enthusiasm  on  the  part  of  the  teacher  which  is  com- 
!  -inicated  to  the  pupils.  In  fact,  the  pupils  themselves  are  likely  to 
!  stimulated  directly  by  a  procedure  that  lifts  their  work  out  of  the 
lual  deadly  routine.  Another  reason  for  classifying  nearly  two-thirds 
these  experimental  studies  as  being  essentially  worthless  is  the 
.;quent  failure  of  the  investigator  to  give  proper  attention  to  faults 
i  his  data. 

A  somewhat  extreme  illustration  of  abnormal  experimental  con- 
ions  is  furnished  by  an  investigation  designed  to  discover  the  value 
final  examinations.^^"     In  describing  the  experimental  procedure, 
t  writer  says :     '"The  examination  group  was  told  once  or  twice  a 
■ek  that  the  material  should  be  mastered,  since  it  might  be  called  for 
the  final  test.     On  the  same  days,  the  other  group  was  cautioned  to 
the  work  thoroughly  from  day  to  day  ....  because  no  final  examina- 
u  would  be  given."     This  procedure  is  hardly  that  of  normal  class- 
im  teaching,  and  doubtless  the  efifect  was  to  accentuate  the  differ- 
es  on  which  the  conclusions  were  based.    However,  a  more  glaring 
idence  of  abnormality  is  apparent  when  the  reader  is  told :  "at  the 
se  of  the  two  periods  of  experiment  the  groups  not  expecting  a 
al  test  were  given  the  same  one  that  the  other  sections  were  given," 
d  also  that  the  students  were  given  "their  choice  as  to  whether  the 
>re  made  on  the  final  examination  should  be  considered  in  making  up 
t  Mr  term  marks."     Such  techniques  probably  affected  the  scores  of 

I I  non-examination  group. 

"^Schutte,  op.  cit. 


82  Bulletin  No.  42 

An  illustration  of  failure  to  give  attention  to  faults  in  the  data  is 
furnished   by  an   investigation   in  which   the  probable  errors   due  to 
sampling  were  not  calculated.     On  the  basis  of  a  difference  of  4.4  be- 
tween the  average  gains  of  the  two  groups,  the  following  conclusior 
was  stated :  "Our  results  seem  to  indicate  that  carefully  directed  stud\ 
or  work  of  children  in  writing  compositions  is  decidedly  valuable  tt 
children  receiving  such  supervision.""'     However,  this  conclusion  wa; 
not  allowed  to  go  unchallenged.     Four  months  later,  there  appeared  ii 
the  same  journal  a  criticism  of  the  investigation  in  which  it  was  showi 
that  the  conclusion  could  not  be  accepted  when  the  results  were  inter 
preted  in  light  of  the  probable  error  of  the  difference  between  th^ 
means.    The  chances  of  the  true  value  of  one  mean  being  greater  thai 
the  true  value  of  the  other  mean  were  only  5  to  1.    To  quote  the  word 
of  the  critic  :  "These  are  hardly  safe  betting  odds  on  which  to  bas 
scientific  conclusions.""^ 

This  appraisal  of  the  reports  of  experimental  studies  which  hav 
appeared  in  the  Journal  of  Educational  Research  is  subjective,  an 
another  person  would  doubtless  make  some  changes  in  the  classifies 
tion.  However,  the  conditions  discovered  are  indicative  of  the  extei 
to  which  it  is  necessary  to  discount  the  conclusions  that  experimenter 
announce.  On  the  whole,  it  appears  justifiable  to  state  that  vti 
meagre  contributions  have  been  made  by  this  group  of  experiment 
investigations. 

It  should  be  borne  in  mind,  however,  that  most  of  the  expert 
mental  studies  reported  in  educational  journals  are  minor  investig 
tions.  As  an  index  of  contributions  in  the  form  of  principles  or  ruk' 
they  need  to  be  supplemented  by  an  evaluation  of  larger  studies,  sui 
as  those  made  by  candidates  for  the  Ph.  D.  degree. 

Practically  all  of  the  Teachers  College  Contributions  to  Educati( 
have  been  accepted  in  partial  fulfillment  of  the  requirements  for  t 
degree  of  doctor  of  philosophy.  During  the  period  from  1918  to  19 
inclusive,  141  volumes  were  published,  of  which  26  qualify  as  repoi 
of  experimental  investigations.  Seventeen  of  these  experiments  we 
controlled  and  18  were  definitely  built  upon  the  work  of  previous 
vestigators.  In  only  5  cases  there  was  no  comparison  witli  ])revio 
investigations.  These  facts  indicate  that  the  experiments  report  J 
from  Teachers  College  are  distinctly  superior  to  those  reported  in  t  1 
Journal  of  Educational  Research.    This  conclusion  is  reinforced  by      ! 


1 


"'Heckert,  J.  W.  "The  Effects  of  Supervised  .Study  in  English  Composition,"  Jow 
of  Educational  Research,   5:368-80,   M.iy,    1922. 

"''HolzinKer,  K.  J.  "Inferences  from  Small  Samples  and  Oifferences,"  Journal 
Educational  Research,  6:175-76,   September,   1922. 


Tex  Years  of  Educational  Research,  1918-1927  83 

examination  of  the  several  reports.  An  attempt  to  classify  the  26  con- 
^.ributions  resulted  in  5,  or  nearly  20  per  cent,  being  listed  as  distinctly 
satisfactory  with  respect  to  technique,  and  onh-  11  being  listed  as  not 
vielding  dependable  conclusions. 

A  critical  examination  of  some  of  the  more  careful  experiments 
)f  the  period  reveals  the  general  character  of  the  limitations  to  which 
he  results  of  this  type  of  educational  research  are  subject.  For  ex- 
imple.  in  an  experiment  with  a  project  curriculum,' ^^  which  extended 

.  er  a  period  of  four  years,  Collings  provided  a  control  group  and  sup- 
ilemented  the  measurement  of  achievement  by  means  of  a  large  battery 
'f  standardized  tests  by  collecting  evidence  of  changes  in  attitudes 

ward  the  school  and  education  and  of  changes  in  the  community  life. 
Jn  the  whole,  the  plan  of  the  experiment  and  the  techniques  employed 
re  distinctly  superior  to  those  of  most  experimental  investigations, 
nd  the  differences  between  the  experimental  school  and  the  control 
roup  are  so  large  that  no  reasonable  allowance  for  error  in  the  meas- 
rements  would  reverse  the  findings.  A  critical  examination  of  the 
eport  of  this  experiment  indicates,  however,  that  the  data  should  not 
le  interpreted  as  proving  the  superiority  of  the  project  method  in  gen- 
ral.    As  Collings  points  out.'-"  there  were  a  number  of  variable  factors 

hich  might  account  for  the  differences  in  outcomes  in  the  two  groups. 

'^  other  words,  Collings  demonstrated  the  superiority  of  the  school 

-ing  a  project  curriculum  under  the  conditions  of  the  experiment,  but 

appears   doubtful   whether    lie    demonstrated    the    superiority    of    a 

"oject  curriculum  in  general. 

In  commenting  upon  the  controlled  experiment  as  a  method  of 

lucational  research,  Morrison  has  pointed  out  a  limitation  due  to  the 

mplexity  of  the  problems  we  would  like  to  solve. 

It  is  exceedingly  dilticult  to  raise  an  issue  in  the  teaching  process  which  is 

iricicnth'  definite.  ~  Most  issues  are  apt  to  be  deceptive  as  to  complexity.  Think- 

,'  that  we  have  a  perfectly  simple  issue,  we  carry  on  the  experiment,  over  a 

riod  ot  months  it  may  be,  and  in  the  end  the  findings  are  disappointing.  Other 

vestigators   find   disparate   results   with   the   same   procedure.      What   seemed 

:nple  may  well  have  been  complex.     For  instance,  the  following  problem :     A 

mparison  of  the  direct  and  grammatical  methods  of  teaching  first-year  French. 

He  result  of  experimentation  under  the  control-group  plan  on  any  such  issue 

i!d  hardly   fail   to  be  inconchisive  and  unconvincing,  whatever  the   outcome. 

■  e  terms,  apparently  simple,  are  actually  complex  and  undefined.     There  is  no 

tended  assumption  as  to  the  test  to  be  used  as  the  criterion.     If  the  problem 

re  stated  as  toHows,  some  light  might  be  shed:     Assuming  that  the  objective 

first-year  French  is  maximum  ability  to  react  to  the  meaning    (defined)    of 

ench  discourse,  as  measured  by  such  and  such  test,  will  a  given  direct  method 

iefined  and   procedure   defined)    prove   more   economical   than   a   given   gram- 

'"Colhngs,   Ellsworth.      An   Experiment  u-ith   a   Project  Curriculum.      Xew    York:     The 
craillan  Company,  1923.     346  p. 
'=»/6.J.,  p.   13f. 


84  Bulletin  No.  42 

matical  method  (defined  and  procedure  defined)  ?  Obviously,  an  issue  thus 
hedged  in  can  have  only  the  most  limited  application.  Hence  the  adaptability 
of  the  method  for  settling  minor  details  in  broader  forms  of  investigation."' 

Although  no  systematic  survey  has  been  made,  it  appears  that  the 
permanent  accomplishments  of  educational  research  during  this  period 
are  much  less  than  the  quantity  of  production  would  lead  one  to  expect. 
This  is  especially  true  of  experimental  studies.  Valuable  facts  have 
been  collected  and  assembled  in  usable  form,  but  there  has  been  rela- 
tively little  progress  in  evaluating  school  procedures. 

In  addition  to  the  accomplishments  that  can  be  listed  as  facts  or 
principles,  there  are  less  tangible  gains  that  may  be  designated  as  atti- 
tudes. For  example,  under  the  caption  "The  Chief  Contributions  of 
the  Inquiry,"  Carter  Alexander,  Assistant  Director  of  the-Educationa 
Finance  Inquiry,  has  written  as  follows : 

The  greatest  good  from  the  Inquiry,  in  the  writer's  judgment,  will  not  h 
immediate.  Nor  will  it  consist  only  of  things  on  which  one  can  put  a  fingei 
This  is  written  despite  the  facts  that  the  list  of  such  specifically  valuable  thing 
is  lengthy  and  that  practically  all  states  will  soon  have  various  similar  studies 
now  that  the  pioneer  work  on  the  methods  of  study  is  available.  This  good  lie 
rather  in  certain  somewhat  intangible  and  deferred  values  such  as  change 
points  of  view  of  both  educators  and  laymen  and  in  the  training  of  scho( 
administrators. 

The  volumes  "will  undoubtedly  stimulate  a  wholesome  type  of  thinkin 
about  school  finance  which  has  never  been  possible  before  because  the  factu; 
basis  has  not  been  at  hand  in  any  such  comprehensive  body  of  material.  Thei 
will  probably  follow  a  series  of  discussions  in  the  public  press  as  well  as  in  tl 
technical  journals."  [School  Review,  Editorial,  March,  1924,  p.  162.]  As  a  r 
suit  educators  and  teachers  generally  will  acquire  a  better  understanding  of  ti ' 
complexity  of  the  problems  involved  in  financing  education,  a  keener  sympatl 
with  the  taxpaj-er,  and  a  surer  realization  that  many  of  the  difficulties  of  educ 
tional  finance  arise  from  the  need  of  general  tax  reform  which  cannot  possib 
be  secured  for  sometime.'" 

The  status  of  educational  research.    Certain  aspects  of  the  prej 

ent  status  of  educational  research  have  been  noted  in  the  precedir 

pages.     Quantity  production  has  been  attained;  research  in  educatic] 

has   become   popularized;   there   is   a   widespread   faith   in   objectii 

methods ;  the  facilities  for  educational  research  have  been  greatly  e ; 

panded.    In  order  to  complete  the  picture,  the  qualit}^  of  current  educ] 

tional  research  must  be  considered.     Critical  observers  have  called  i] 

tention  to  numerous  shortcomings.     The   following  quotations   frc- 

recent  writings  lose  something  of  their  force  fulness  by  being  remov 

from  their  context,  but  they  are  representative  of  evaluations  by  rece, 

writers. ^-^ 


"'^Morrison,  H.  C.  "The  Major  Lines  of  Experimentation  in  the  Laboratory  Schoo  ' 
Supplementary  Educational  Monographs,  No.  24.     Chicago:  University  of  Chicago,  1923,  p 

""Alexander,  Carter.  "The  Work  of  the  Educational  Finance  Inquiry,"  Teachers  i^ 
lege  Record,  25:219-20,   May,   1924. 

^^See  also  p.  25-26. 


Ten  Years  of  Educational  Research,  1918-1927  85 

"We  have  observed  in  many  of  the  practices  of  educational  research  work- 
ers a  tendency  to  shallowness.  We  have  taken  occasion  to  point  out  more  than 
once  a  lack  of  sustained  effort,  a  willingness  to  flit  from  one  thing  to  another, 
and  an  unwillingness  to  stay  with  a  problem  until  fundamental — the  word  seems 
to  haunt  us — until  fundamental  results  are  secured.  .  .  .  We  are  threatened  with 
becoming  mere  dabblers  in  research,  foolishly  confident  of  the  virtues  of  a  fresh 
start.'"" 

"We  must  use  greater  care  to  make  certain  that  the  conclusions  we  state 
in  our  reports  follow  logically  from  the  data  presented.  Too  many  reports 
state  conclusions  that  are  not  fully  supported  by  the  research  data  included  in 
them.  This  association  should  interest  itself  in  the  quality  as  well  as  in  the 
quantity  of  educational  research."^"^ 

"If  I  may  borrow  a  descriptive  phrase  from  the  game  of  golf,  many  would- 
ae  educational  scientists  'do  not  follow  through.'  By  the  time  their  observations 
md  records  have  been  made,  some  more  attractive  activity  is  sighted  in  the 
ucallf  distance,  and  they  hurry  off  in  pursuit  of  it.  A  sufficient  number  of  standard 
tests  have  been  administered  in  the  past  ten  years  to  have  solved  more  than  half 
3f  the  instructional  problems  of  which  we  have  any  knowledge,  if  only  the  right 
tests  had  been  given  at  the  right  time  and  the  scores  used  as  the  basis  for  re- 
lective  reasoning  of  the  type  required  in  the  scientific  method.""" 

"Nevertheless,  I  can  not  evade  the  conviction  that,  relatively  speaking,  the 
iublished  research  in  education  is,  on  the  whole,  inferior  in  quality,  and  more 
;specially  inferior  in  ultimate  significance,  to  the  published  research  in  other 
)ranches  of  scientific  endeavor.  Too  many  contributions  seem  essentially  futile. 
\fter  you  read  them,  vou  feel  like  saving:  'Well,  suppose  it  is  true;  what 
)f  it?'  ""^ 

"The  mills  of  the  gods  grind  slowly.  Nothing  of  the  sort  can  truthfully 
)e  said,  however,  of  a  good  many  of  those  used  by  our  contemporaries  in 
iducation.  In  the  name  of  'science'  results  are  achieved  overnight  and  announced 

0  an  expectant  world  with  all  the  assurance  of  the  enthusiast  not  too  much 
lampered  by  practical  experience. 

"Perhaps  the  extreme  case  is  that  of  the  examination  and  treatment  of  a 
ourth-grade  pupil,  found  to  be  deficient  in  reading.  After  a  brief  diagnosis 
ind  application  of  'remedial  measures,'  the  announcement  is  gravely  made  that 
11  the  light  of  this  experience  we  may  safely  assume  that  the  proper  method 
>i  dealing  with  all  fourth-grade  pupils  having  similar  disabilities  is  that  used 
|n  this  case.  Making  a  sweeping  generalization  on  the  basis  of  a  single  in- 
jtance  would  seem, to  exhaust  the  possibilities  of  the  scientific  method  in  educa- 
iion  and  leave  nothing  to  be  desired  in  the  way  of  economy,  efficiency,  and 
Hspatch.  Many  of  the  'conclusions'  appended  to  recent  'scientific'  investiga- 
ions  have  little  more  to  support  them.  We  are  in  a  fair  way  to  be  able  to 
irove  anything.     A  few  figures  and  a  graph  will  turn  the  trick.""^ 

"Researchers  in  this  field  must  cultivate  to  a  higher  degree  ability  to  hold 
udgment  in  suspense  until  all  the  evidence  is  in.  .  .  . 

"We  are  too  prone  to  be  carried  away  by  the  new  thing.  Just  now  the 
iatelligence  tests  are  attacked  by  the  type  of  criticism  that  they  should  have 

tad  from  their  friends  from  the  first,  friends  who,  because  of  inability  to  hold 

I 

U-i)  '-■'Editorial.     "Fundamentalism  in   Research,"  Journal  of  Educational  Research,   9:331, 

inSP''    |.pril,  1924. 

'^Trabue,  M.  R.  "Educational  Research  in  1925,"  Journal  of  Educational  Research, 
13:344,  May,  1926. 

1  *=«Trabue,   M.  R.     "Special  Applications  of  the  Scientific   Method  to   Educational   Meas- 
irements,"  School  and  Society,  21:486,  April  25,   1925. 

j  "'Whipple,  G.   M.     "The  Improvement  of  Educational   Research,"  School  and  Societv. 

6:251,  August  27,  1927. 

'  ^^„  '^Editorial.      --Assuming    the    Major    Premise,"    The   Journal    of   Educational   Method, 
:229.     February,  1923. 


lllOl 


86  Bulletin  Xo.  42 

final  judgment  in  suspense  and  a  lack  of  technique  in  presenting  results, 
claimed  too  much  without  intending  to  do  so,  and  have  been  unwittingly  led 
into  a  false  situation."*™ 

The  present  writers  are  inclined  to  accept  these  criticisms  as  just 
evaluations  of  the  educational  research  of  the  past  ten  years.  By  this 
statement  they  do  not  mean  to  imply  that  some  of  the  research  is  not 
of  high  merit.  There  have  been  a  number  of  valuable  studies,  espe- 
cially of  the  fact-finding  type,  but  on  the  average  the  educational  re- 
search of  the  past  ten  years  cannot  be  rated  very  high  on  the  scale  of 
quality. 

It  is  difficult,  perhaps  impossible,  to  compare  the  quality  of  the 
educational  research  of  the  past  ten  years  with  that  before  1918.  The 
earlier  period  v,as  one  of  pioneering  and  crudities  were  to  be  expected, 
but  with  the  passing  of  the  pioneer  period  the  standards  for  judging 
the  quality  should  be  materially  higher.  If  comparisons  are  made  on 
an  absolute  basis,  it  is  undoubtedly  true  that  the  quality  is  much  high- 
er, but  it  seems  doubtful  whether  the  growth  in  quality  has  kept  pace 
with  the  other  phases  of  development. 

Some  enthusiasts  have  given  the  impression  that  educational  re- 
search is  revolutionizing  school  practice.  The  following  statement  from 
the  first  issue  of  the  Journal  of  Educational  Research  is  typical. 

Investigations  have  never  been  more  numerous.     Old  prejudices  have  beer 
abandoned.     Precedent  has  meant  less  than  ever  before.     A  new  sense  of  values 
has  been  created,  and  time-honored  processes  have  been  challenged.     Some  o\ 
them  have  stood  the  test  and  have  been  retained;   others  have  been  rejected 
while  still  others  have  been  modified  and  redirected."" 

Such  assertions  appear  to  express  a  hope  rather  than  an  accom- 
plishment, and  more  critical  writers  have  frankly  pointed  out  that  a; 
yet  research  is  exercising  only  a  limited  influence  upon  educationa 
practice. 

"Scientific  method  in  college  administration  and  college  teaching  must  stii 
be  mainly  a  prophcc}'.     Not  much  can  be  said  about  its  application  to  date.  .  .  . 

"I  can  not  refrain  from  recording  here  that  anything  closely  approachin 
exactness  in  measurem.ent  of  the  products  resulting  from  college  teaching  is  nc 
believed  possible  at  this  time.  All  measurement  is  subject  to  some  error  c 
variation,  and  measurements  of  the  less  tangible  things — character  changes  an 
the  like — must  always  remain  less  exact  than  the  more  tangible  things,  such  i 
weight  and  distance."'" 

"The  chief  service  of  contributions  in  the  field  of  educational  research  u 
to  the  present  time  has  undoubtedh'  been  in  pointing  out  problems  and  metho( 
of  approach.  We  are  not  yet  ready  to  accept  the  conclusions  of  research  studii 
as  final.     We  are  not  always  satisfied  that  the  answer  found  is  correct.     Vei 

'^Newlon,  J.  H.  '"What  Research  can  do  for  the  Superintendent,"  Journal  of  Educ 
tional  Research,  8:111,  September,  1923. 

'"Buckingham,  B.  R.  (Editor).  "Announcement,"  Journal  of  Educational  Rcscar. 
1:4,  January,   1920. 

'^'Kelly,    F.   J.      "Scientific    Method   in   College   Administration   and   College   Teae 
School  and  Society,  20:390,   September  27,   1924. 


Ten  Years  of  Educational  Research,  1918-1927  87 

few,  if  ail}-,  lines  of  investigation  have  been  carried  to  their  logical  conclusion. 
Nevertheless  we  are  finding  how  to  arrive  at  the  truth.  What  has  been  done 
thus  far  has  stimulated  the  educational  world  to  the  point  of  doing  some  real 
thinking  as  to  whither  it  is  bound  and  how  it  is  to  make  the  point  proposed.""" 

The  outlook.  Although  the  present  status  of  educational  re- 
search is  frequently  disappointing  to  the  practitioner  who  seeks  as- 
sistance from  pubHshed  reports,  the  outlook  is  not  without  promise. 
The  fact  that  numerous  authorities  in  the  field  are  calling  attention  to 
shortcomings  of  current  research  is  encouraging.  There  appears  to  be 
1  recession  from  the  enthusiasm  for  popularizing  educational  research 
md  a  growing  realization  that  most  problems  require  trained  workers. 
\n  increasing  number  of  reports  of  research  reflect  an  appropriately 
.ritical  attitude  on  the  part  of  the  worker  and  the  worship  of  objec- 
ive  methods  appears  to  be  passing.  The  interest  in  summarizing  in- 
vestigations within  a  given  field  is  also  a  wholesome  tendency.^^^ 

The  present  Director  of  the  Bureau  of  Educational  Research  at 
he  University  of  Illinois  has  been  intimately  connected  with  research 
ictivities  since  1914.  As  he  has  critically  examined  his  own  work  and 
hat  of  others,  he  has,  at  times,  been  pessimistic  in  regard  to  the  value 
'f  educational  research.  Much  of  the  material  published  appears  to 
le  subject  to  such  serious  limitations  that  it  can  not  be  credited  with 
nuch  value.  However,  after  spending  several  months  in  examining 
eports  of  educational  research  and  in  reading  the  coinments  of  others, 
lis  attitude  is,  on  the  whole,  optimistic.  To  him,  one  of  the  most  en- 
ouraging  signs  is  the  critical  attitude  reflected  in  the  writings  of  a 
lumber  of  the  leaders  in  the  field.  When  research  workers  become 
ritical  of  their  own  efforts  and  tend  to  appraise  them  at  their  true 
alue.  there  is  hope  for  the  future.  The  day  of  '"high-pressure  sales- 
lanship"  is  passing  and  the  dawn  of  critical,  persistent,  intelligently 
irected  endeavor  is  approaching. 


"^Theisen,  W.  \V.     "Recent  Progress  in  Educational  Research,"  Journal  of  Education- 
Research,  8:314,   November,   1923. 
^^^Scc  p.  77-78. 


CHAPTER  IV 

RESEARCH  IN  EDUCATIONAL  MEASUREMENT 

PART  I.    BEFORE  1918 

The  beginning  of  educational  measurement.  Although  there  has 
been  educational  measurement  practically  ever  since  education  began, 
the  movement  as  known  toda}'  is  of  comparatively  recent  origin.  With- 
in a  generation,  standardized  objective  testing,  both  of  intelligence  and 
of  achievement,  has  grown  from  very  rudimentary  beginnings  until  it 
is  now  a  widespread,  indeed  almost  a  universal,  movement.  Undoubt- 
edly many  early  teachers  had  conceived  the  idea  of  objective  or 
standardized  tests,  or  both,  but  practically  no  accounts  thereof  have 
been  handed  down,  and  it  appears  that  no  attention  was  attracted  by 
such  eftorts  before  the  beginning  of  the  present  century.  Apparently, 
the  only  definitely  reported  work  of  this  sort  is  that  of  an  English 
schoolmaster,  the  Reverend  George  Fisher,  about  1864.^  He  con 
structed  a  "Scale  Book"  by  assembling  samples  of  various  degrees  of 
proficiency  and  typical  questions  in  several  school  subjects.  The 
samples  of  proficiency  were  arranged  in  order  of  increasing  merit  and 
were  numbered  from  one  to  five  by  fourths.  The  questions  were  de 
signed  to  serve  as  models  for  the  construction  of  future  examinations 
that  would  be  of  the  same  nature  and  difficulty  as  previous  ones.  Ah 
though  this  "Scale  Book"  of  Fisher's  contained  the  germ  of  a  numbei 
of  the  principles  employed  in  educational  measurement  today,  his  wori 
appears  to  have  been  isolated  and  to  have  left  no  enduring  results. 

The  work  of  Rice  (1894-97).  It  was  not  until  thirty  years  later, 
in  1894,  that  a  second  event  worthy  of  mention  in  connection  with  thi!:| 
measurement  of  achievement  occurred.  In  this  year.  Dr.  J.  M.  Ria 
conceived  the  idea  of  giving  a  uniform  spelling  test^  to  pupils  in  ; 
number  of  cities.  A  year  or  two  later,  he  tested  a  considerable  numbe 
of  pupils  in  arithmetic  and  language.^    His  work  at  once  attracted  soni' 


^Chadwick-,  E.  B.  "Statistics  of  Educational  Results,"  The  Museum,  A  Quarter 
Magacinc  of  Educntionnl   Literature  and  Science.   3:179-84.   Tanuarv,   1864.  i 

2Rice,  T.  M.  "The  Futility  of  the  Spelling  Grind,"  Forum,  23:163-72,  409-1! 
April,  June,  1897. 

3Rice,  J.  M.  "Educational  Research:  A  Test  in  Arithmetic,"  Forum,  34:281-97,  Oct 
ber-December,   1902. 

Rice,  J.  M.  "Educational  Research:  Causes  of  Success  and  Failure  in  Arithmetic 
Forum,   34:437-52,  January-March,   1903. 

Rice,  J.  M.  "Educational  Research:  Talent  vs.  Training  in  Teaching,"  Forum,  3 
588-607.  April-Tune,   1003. 

Rice,  J.  M.  "Educational  Research:  The  Results  of  a  Test  in  Language,"  Forum,  3 
269-93,  October-December,  1903. 

Rice,  J.  M.  "English,  the  Need  of  a  New  Basis  in  Education,"  Forum,  35:440-5] 
January-March,   1904. 

Rice,  T.  M.  Scientific  Management  in  Education.  New  York:  Hinds,  Noble  aij 
Eldredge,  1912.  Chapters  V,  VI,  VII,  VIII,  IX,  X,  and  XI  contain  the  same  material  as  ' 
given  in  the  preceding  six  references  by  Rice. 

88 


Ten  Years  of  Educational  Research,  1918-1927  89 

attention  and  discussion,  most  of  which  was  hostile.  Indeed,  when  his 
results  were  reported  at  the  meeting  of  the  Department  of  Superin- 
tendence in  1897,  they  were  scorned  and  ridiculed.  Despite  the  gen- 
eral unfavorable  attitude,  however,  a  few  farseeing  educators  dis- 
agreed with  the  majority,  so  that  the  idea  suggested  by  Rice  was  not 
permitted  to  sink  into  oblivion.  For  ten  years,  however,  no  apparent 
progress  was  made  along  the  line  of  testing  the  achievements  of  pupils. 
Galton  (1869  — )  and  Cattell  (1890  — ).  In  the  meantime,  more 
definite  activity  was  taking  place  in  the  other  of  the  two  major  divi- 
sions of  educational  measurement,  now  commonly  referred  to  as  in- 
telligence testing.  The  work  of  Sir  Francis  Galton*  on  the  differences 
in  the  mental  abilities  of  individuals,  and  that  of  J.  McKeen  CattelP 
and  other  American  psychologists  who  did  further  work  of  the  same 
sort  and  refined  the  methods  of  measurement,  may  be  said  to  have 
marked  the  beginning  of  modern  intelligence  testing.  As  a  result  of 
their  studies,  these  men  secured  more  definite  evidence  of  the  existence 
of  individual  differences.  Most  of  their  tests  dealt  with  sense-percep- 
tion, although  some  of  the  traits  measured  were  practically  the  same 
IS  those  measured  by  portions  of  many  of  our  present-day  mental  tests. 
These  pioneers,  however,  did  not  combine  the  results  of  separate  tests 
:o  secure  a  general  mental  rating  or  score.  Although  their  tests  ap- 
pear crude  in  comparison  with  the  intelligence  tests  of  today,  these 
nen  rendered  valuable  service  by  stimulating  interest  in  mental 
neasurements. 

Thorndike  (1904  — )  and  Binet  (1905-11).  About  the  middle  of 
he  first  decade  of  the  twentieth  century  there  occurred  two  events 
vhich  marked  distinct  advances  in  educational  measurement,  and 
vhich  had  a  strong  stimulating  influence  upon  workers  in  this  field. 
Thorndike,  who  for  some  years  had  been  working  under  Cattell,  Boas, 
lud  others  in  the  fields  of  statistics  and  psychology,  published  the  first 
)ook°  dealing  directly  with  mental  measurement.  This  volume  was  de- 
oted  to  statistical  methods  and  fundamental  principles  of  test  con- 
struction. For  ten  years  or  more  it  remained  the  standard,  indeed  the 
•nly,  book  of  its  kind  and  was  generally  studied  by  students  of  educa- 
ional  measurements.     A  vear  later,   in   1905,   Binet,   who  had  been 


■•Galton,  Francis.  Hereditary  Genius:  An  Inquiry  Into  Its  Laivs  and  Consequences. 
j.ondon:  Richard  Clay  and  Sons,  1869.  (New  and  revised  edition,  with  American  Preface.) 
few  York:      D.    Appleton   and   Company,    1871,   390   p.;    second  edition,   London:     The   Mac- 

(illan  Company,   1892,   379  p. 
Galton,  Francis.     Inquiries  into  Human  Faculty  and  Its  Development.     London:     The 
acmillan  Company,  1883.     387  p. 
'Cattell,  J.   McK.     "Mental   Tests   and   Measurements,"   Mind,   15:373-80,   July,    1890. 
Cattell,  J.  McK.  and  Farrand,  Livingston.     "Physical  and  Mental  Measurements  of  the 
tudents  of  Columbia  University,"  Psychological  Review,   3:618-48,  November,   1896. 
;,         ^Thorndike,  E.  L.     An  Introduction  to  the  Theory  of  Mental  and  Social  Measurements. 
ew  York:  Teachers  College,  Columbia  University,   1904.     277  p.     (Revised  edition,   1913.) 


i 


90  Bulletin  No.  42 

working  with  psychological  tests  in  France  for  some  ten  or  fifteen 
years,  devised  and  published  in  collaboration  with  Simon  the  now  well- 
known  Binet-Simon  General  Intelligence  Scale. ^  This  was  an  indivi- 
dual scale  which  combined  tests  of  a  number  of  different  kinds  into  a 
single  scale  and  provided  for  the  interpretation  of  pupils'  responses  in 
terms  of  mental  age.  It  was  revised  in  1908*  and  again  in  1911.^  It 
has  been  translated  with  more  or  less  modification  into  many  languages 
and  has  generally  been  accepted  as  the  standard  for  intelligence  scales. 

American  revisions  of  the  Binet-Simon  Scale   (1908-16).     The 
first  noteworthy  use  of  the   Binet-Simon  Scale  in  this  country  was 
made  by  Goddard,^"  beginning  in  1908.    At  first  he  emplo^-ed  a  fairly 
exact  translation,  but  in  1911  he  published  a  revision^^  of  the  scale. 
In  1912,  a  revision  by  Kuhlmann^^  appeared.    Although  these  and  one 
or  two  other  American  revisions  were  used  by  a  number  of  psycholo- 
gists and  investigators,  it  was  not  until  the  appearance  of  the  Stanforc 
Revision  by  Terman,  assisted  by  Childs  and  others,  that  individual  inj 
telligence  testing  really  became  fairly  common.     This  scale,  which  firs 
appeared  in  1912^^  and  was  made  generally  available  in  1916,"  becam( 
practically  at  once  the  standard  individual  intelligence  scale  in  the  Eng 
lish  language  and  has  continued  so  to  the  present,  although  one  or  twi 
others  of  high  merit  have  appeared. 

Early  tests  by  Thorndike  and  his  co-workers  (1908-13).  Durin; 
this  period  of  the  development  of  individual  intelligence  scales,  a  be 
ginning  was  also  made  in  the  construction  of  standardized  tests  fo 
measuring  achievement  in  school  subjects.  In  1908,  Stone,  a  studer  '■ 
under  Thorndike,  published  his  arithmetic  reasoning"  test,^^  which  i 
considered  the  first  standardized  achievement  test,  as  those  used  b 
Rice  hardlv  fulfilled  all  the  necessarv  conditions.     This  was  foUovve 


"Binet,  A.  et  Simon,  T.  "Methodes  Xouvelles  pour  le  Diagnostic  du  Niveau  1 
tellectuel  des   .\normaux,"  L'Annec  Psycholojjigue,   11:191-244,    1905. 

''Binet,  A.  et  Simon,  T.  "Le  Developpement  de  I'lntelligence  chez  les  Enfant' 
L'Atntee  Psychologiquc,   14:1-90,    1908. 

''Binet,  A.  "Xouvelles  Recherches  sur  la  Mesure  du  Niveau  Intellectuel  chez  les  1 
fants  d'Ecole,"   L'Aniicc  Psvcholoqiquc,    17:  145-201,    1911. 

'"Goddard,  H.  H.  "Four  Hundred  Feeble-Minded  Children  Classified  by  the  Bitlj 
Method,"   Pcdacjoi/ical  Seminary,    17:387-97,   September,    1910.  , 

Goddard,  H.  H.  "Two  Thousand  Children  Measured  by  the  Binet  Measuring  Scale 
Intelligence,"  Pedagogical  Seminary,   18:232-59,  June,   1911. 

"Goddard,  H.  H.  "A  Revision  of  the  Binet  Scale,"  Training  School  Bulletin,  8:S6-i 
June,  1911. 

'^Kuhlmann,  F.  "A  Revision  of  the  Binet-Simon  System  for  Pleasuring  the  Inte 
gence  of  Children,"  Journal  of  Fsycho-Asthenics,  Monograph  Supplement,  Vol.  1,  No. 
September,   1912. 

"Terman,  L.  M.  and  Childs,  H.  G.  "A  Tentative  Revision  and  Extension  of  i 
Binet-Simon  Measuring  Scale  of  Intelligence,"  Journal  of  Educational  Psycholo</v,  3:61- 
133-43,   198-208,  277-89;   February,  March,  April,  May,   1912. 

"Terman,  L.  M.  The  Measurement  of  Intclliqence.  Boston:  Houghton,  Mifflin  Cc 
pany,   1916.     362  p. 

Terman,  L.  M.,  et  al.  The  Stanford  Revision  and  Extension  of  the  Binet-Sin 
Scale  for  Measuring  Intelligence.     Baltimore:  Warwick  and  York,   1917.     179  p. 

'^Stone,  C.  W.  ".Arithmetical  Abilities  and  Some  Factors  Determining  Them,"  Ttl' 
crs  College,  Columbia  University  Contributions  to  Education,  No.  19.  New  York:  Bureau, 
Publications,  Columbia  University,  1908.     101  p.  j' 


Ten  Years  of  Educational  Research,  1918-1927  91 

in  the  next  few  years  by  several  other  tests  and  scales,  practically  all 

of  which  were  constructed  by  a  small  group  of  persons  rather  closely 

issociated  with  Thorndike.     Courtis,  who  had  found  Stone's  test  un- 

itisfactory  for  the  purpose  of  establishing  norms  of  achievement  for 

Jifferent  grades,  devised  his  Arithmetic  Tests,  Series  A,^*^  for  this  pur- 

30se  and  made  them  available  in  1909/'     The  same  year,  Thorndike 

oresented  his  handwriting  scale  before  Section  L  of  the  American  x\s- 

^ociation  for  the  Advancement  of  Science  and  published  it  the  follow- 

ng  }ear.'*    In  1912,  the  Hillegas  Composition  Scale'^  appeared.    This 

md  the  Thorndike  Handwriting  Scale  are  examples  of  a  type  of  meas- 

iring  instrument   different    from   the   arithmetic   tests   of   Stone  and 

ourtis.    The  latter  were  tests  in  the  ordinary  sense  of  the  word;  that 

they  were  composed  of  exercises  to  be  done  by  pupils.    On  the  other 

and,  the  scales  of  Thorndike  and  Hillegas  consisted  respectively  of 

eries  of  samples  of  handwriting  and  English  composition  with  which 

'upils'   performances  were  to  be  compared.      In    1913   appeared  the 

'.uckingham  Spelling  Scale, ^"  noteworthy  as  being  the  first  example  of 

new  type  of  measuring  instrument.     The  difficulty  of  the  words  in- 

luded  had  been  determined  according  to  the  per  cents  of  correct  spell- 

igs  by  school  pupils.     The  words  were  then  arranged  in  order  of  in- 

reasing  difficulty.     Thus,  there  was  produced  a  spelling  scale  such 

lat  practically  all  pupils  except  beginners  could  spell  the  first  words 

iid  very  few  could  spell  the  last  ones. 

Ayres'  Handwriting  and  Spelling  Scales  (1912-15).  During  the 
ve  years  immediately  following  the  appearance  of  Stone's  arithmetic 
St,  the  only  contribution  in  this  field  by  a  person  not  directly  inspired 
■  Thorndike  was  made  by  L.  P.  Ayres.  In  1912,  he  published  the 
St  of  his  handwriting  scales,-^  commonly  known  as  the  Three-Slant 
dition.  Although  this  was  intended  to  be  used  in  the  same  manner 
;  Thorndike's,  the  method  of  determining  the  values  of  the  samples 
eluded  was  entirely  different,  being  based  upon  supposedly  objective 
dices  of  legibility.  Within  the  next  few  years,  Ayres  constructed  a 
ale  for  adult  handwriting--  and  a  revision  of  his  first  scale.     This, 


-  :.t 

I 


"Courtis,  S.  A.  Manual  of  Instructions  for  Giving  and  Scoring  the  Courtis  Standard 
<ts  in   the   Three  R's.      D'»troit,   Michigan:    Department   of   Cooperative   Research,    1910. 

"Courtis'  Standard  Research  Tests  in  Arithmetic,  Series  B,  which  cover  the  four 
idamentals  and  have  received  probably  the  widest  use  of  any  standardized  tests,  were  not 
ijtructed  until  some  four  or  five  years  later  than  his  Series  A. 

"Thorndike.   E.   L.     "Handwriting,"   Teachers  College  Record,   11:1-93,  March,    1910. 

"Hil'.egas,  ^^.  B.  "A  Scale  for  the  Measurement  of  Quality  in  English  Composition 
Young  People,"   Teachers  College  Record,   13:331-84,   September,    1912. 

"Buckingham,  B.  R.  "Spelling  Ability:  Its  Measurement  and  Distribution,"  Teachers 
liege,  Columbia  University  Contributions  to  Education,  Xo.  59.  Xew  York:  Bureau  of 
blications,   Columbia  University,    1913.      116  p. 

"Ayres,  L.  P.  "Scale  for  Measuring  the  Quality  of  Handwriting  of  School  Children," 
ssell  Sage  Foundation,  Bulletin  E-113.  Xew  York  City:  Russell  Sage  Foundation,  1912. 
P- 

'^Ayres,  L.  P.  "Scale  for  Measuring  the  Handwriting  of  Adults,"  Russell  Sage 
iindation  Bulletin,  E-138.     New  York  City:    Russell  Sage  Foundation,   1913.     12  p. 


92  Bulletin  No.  42 

ordinarily  called  the  Gettysburg  Edition,  is  undoubtedly  the  most 
widely  used  handwriting  scale.  His  spelling  scale, ^^'^  published  in  1915, 
consisted  of  the  one  thousand  words  found  to  be  of  most  common 
occurrence  in  a  large  amount  of  correspondence.  These  words  were 
classified  on  a  basis  of  difficulty  and  placed  in  columns.  These  were 
arranged  in  order  of  increasing  difficulty  and  each  had  at  the  top  the 
norms  for  the  grades  in  which  the  words  of  the  column  were  con- 
sidered appropriate. 

Other  early  tests  (1913-15).     It  may  be  said  that  from  1908  tc 
1913,  roughly  speaking,  each  3^ear  was  marked  by  the  appearance  oi 
one  standardized  test  or  scale.     Since  then,  there  has  been  a  rapid  in 
crease  in  the  number  of  tests  issued  annually.    It  is  therefore  imprac 
ticable  to  name  all  of  the  tests  and  scales  which  were  published  in  th( 
few  years  following  1913.     The  following,  which  appeared  not  late 
than   1915,  may,  however,  be  mentioned  to  show  the  subjects  beinj 
dealt  with :     Starch's  Reading  Tests, ^^  his  Grammatical  Scales,  Punc 
tuation  Scale,  Grammar  Tests,"*  and  his  Latin  Vocabulary  and  Read 
ing  Tests  ;^^  Thorndike's  Visual  Vocabulary,-*'  Understanding  of  Sen 
tences^^  Scales,  and  his  Scale  for  the  Merit  of  Drawings  by  Pupils 
to  15  Years  Old;^^  the  Kansas  Silent  Reading  Tests  ;^^  and  the  Trabu 
Completion  Test  Language  Scales. ^^ 

Of  the  tests  and  scales  mentioned  in  the  preceding  paragrapl 
Thorndike's  three  scales  and  the  Kansas  Silent  Reading  Tests  have  ur 
doubtedly  been  of  most  importance  in  the  actual  measurement  c 
achievement.  For  a  number  of  years,  Thorndike's  Visual  Vocabulai 
and  Understanding  of  Sentence  Scales  received  wide  use;  indeed  tl 
former  is  still  occasionally  employed.  The  latter,  however,  has  be« 
superseded  by  the  Thorndike-McCall  Reading  Scale  for  the  LTnde 
standing  of  Sentences. ^^    This  includes  ten  duplicate  forms,  the  large 


--"Ayres,  L.   P.     "A  INIeasurinE;  Scale  for  Ability  in   Spelling,"  Russell  Sage  Fouiidati 
Bulletin  E-139.     New  York  City:     Russell  Sage  Foundation,   1915.     56  p. 

"Starch,  Daniel.  "The  Measurement  of  Efficiency  in  Reading,"  Journal  of  Educatiot 
Psychology,  6:1-24,  January,   1915. 

^*Starch,  Daniel.  "The  Measurement  of  Achievement  in  English  Grammar,"  Jour, 
of  Educational  Psychology,  6:615-26,  December,   1915. 

^^Starch,  Daniel.  "The  Measurement  of  Ability  in  Latin,"  Educational  Measurcmeti 
New   York:     Macmillan  Company,    1916,  Chapter  XI. 

"Thorndike,  E.  L.  "The  Measurement  of  Ability  in  Reading,"  Teachers  Colli 
Record,   IS -.207-77,  September,   1914. 

"Thorndike,  E.  L.  "An  Improved  Scale  for  Measuring  Ability  in  Reading,"  Teach 
College  Record,   16:445-53,  November,   1915;   17:40-67,  January,   1916. 

^Thorndike,  E.  L.     "The  Measurement  of  Achievement  in  Drawing,"  Teachers  CoH   "' 
Record,  14:345-83,  November,  1913. 

^'Kelly,  F.  J.     "The  Kansas  Silent  Reading  Tests,"  Journal  of  Educational  Psycholo  ■  > 
7:63-80,  February,  1916.  "" 

^Trabue,  M.  R.  "Completion  Test  Language  Scales,"  Teachers  College,  Colum 
University  Contributions  to  Education,  No.  77.  New  York:  Bureau  of  Publications,  Colli 
bia  University,   1916.     118  p. 

"Thorndike,    E.    L.    and    McCall,    W.    A.      Thorndike-McCall    Reading    Scale    for 
Understanding  of  Sentences.     New  York:    Bureau  of  Publications,  Teachers  College,   Col 
bia  University,   1920. 


Ten  Years  of  Educational  Research,  1918-1927  93 

.  number  for  any  standardized  test  of  achievement,  and  is  among  the 

few  most  widely-used  reading  tests.   For  years  the  Thorndike  Drawing 

^cale  was  practically  the  only  one  employed,  although  recently  one  or 

■\o  others  of  high  merit  have  appeared.     The  Kansas  Silent  Reading 

Tests,  constructed  by  F.  J.  Kelly,  were  used  extensively  for  a  few 

ears,  but  are  chiefly  deserving  of  mention  as  forming  the  basis  for 

he  Monroe  Standardized  Silent  Reading  Tests. ^-   These  tests,  includ- 

ng  both  the  original  and  a  revised  edition,^^  have  had  the  widest  use  of 

■'.}'  tests  in  the  subject  covered.     Trabue's  Completion  Test  Language 

ales  have  also  been  used  in  large  numbers,  but  for  the  measurement 

:  general  intelligence  rather  than  for  that  of  language  ability. 

Influence  of  the  school  survey  movement  (1907  — ).    The  school 

ur\ey  movement''*   is  generally  considered  to  have  begun  with  the 

'ittsburgh  Survey  in  1907,  but  achievement  tests  were  not  used  until 

he  survey  of  Xew  York  City^^  was  made  in  1911-12.     Courtis,  who 

as  a  member  of  the  Survey  Commission,  had  his  Arithmetic  Tests, 

eries  A,  given  to  about  30,000  pupils.     Since  that  time,  there  have 

ren  few  surveys  of  any  note  which  have  not  employed  standardized 

sts.     The  survey  movement,   therefore,  has  exerted  a  very  strong 

imulating  influence   upon  the   development  and   use  of  educational 

■sts. 

1  Influence  of  educational  periodicals.  The  demand  for  tests  was 
:reased  also  by  the  fact  that  educational  periodicals  began  to  devote 
nsiderable  space  to  articles  dealing  with  the  construction  and  use  of 
^ts,  the  statistical  methods  involved,  and  related  topics.  One  of  the 
ore  important  of  such  periodicals  was  the  Teachers  College  Record, 

which  appeared  several  of  Thorndike's  important  studies  dealing 
•-th  tests  and  also  a  number  by  other  writers.     Although  the  Journal 

Educational  Psychology,  founded  in  1910,  did  not  at  first  devote  as 
"ge  a  proportion  of  its  pages  to  this  movement  as  it  did  some  rears 

er,  it  contained  many  articles  on  measurement.     Educational  Ad- 

nistration  and  Supervision,  from  the  date  of  its  first  publication  in 
'15,  included  many  reports  of  work  with  tests.  School  and  Society, 
lich  likewise  first  appeared  in  1915,  made  a  policy  of  including  one 
>earch  article  each  week.  In  most  cases  these  articles  were  in  the 
Id  of  measurements.      The  Elementary  School  Journal,   originallv 

^Monroe,  W.  S.  "Monroe's  Standardized  Silent  Reading  Tests,"  Journal  of  Educa- 
■  d  Psychology,  9:303-12.  June,   1918. 

"Monroe,  W.   S.     "The  Illinois  Examination,"   University  of  Illinois  Bulletin,  Vol.   19, 
9,  _Bureau    of    Educational    Research    Bulletin    No.    6.      Urbana:    University    of    Illinois. 
/Op. 

(•  movement. 

f   Estimate   and   Apportion- 


■^i,f  P-   38-40  for  a  description  of  the  school  survey  movei 
,^     Final   Report   of   Committee   on   School   Inquiry,   Board   o 
t.       New   York  City:   The   Committee,    1911-1913.     3   vols. 


94  •  Bulletin  No.  42 

called  the  Elementary  School  Teacher,  and  the  School  Reviezv  fre- 
quently contained  one  or  two  articles  along  this  line  in  each  issue.  In 
addition  to  these,  other  periodicals  of  less  importance  or  devoting  less 
attention  to  the  educational  measurement  movement  in  the  aggregate 
exerted  a  great  influence  in  acquainting  teachers  with  what  was  being 
done  and  with  the  possibilities  to  be  realized  from  the  use  of  standard- 
ized tests. 

Indiana  University  Conference  on  Educational  Measurements 
(1914  — ).  The  growth  of  the  educational  measurement  movement 
has  been  greatly  stimulated  by  addresses  and  demonstrations  at  local 
teachers'  meetings,  educational  conferences,  state  associations,  county 
institutes,  and  so  forth.  Among  such  meetings,  the  Indiana  University  ^ 
Conference  on  Educational  Measurements  deserves  special  mention. 
The  first  one  was  held  in  the  spring  of  1914  and  since  that  time  the 
Conferences  have  continued  annually  without  a  break.  The  speakers  at 
these  meetings  have  included  Ashbaugh,  Ayres,  Ballou,  Buckingham. 
Charters,  Courtis,  Cubberley,  Dearborn,  Goddard,  Gray,  Horn.  Judd 
Monroe,  Pintner,  the  Presseys,  Seashore,  Strayer,  Thorndike,  Whipple 
and  Woody.  In  addition,  members  of  the  faculty  of  Indiana  Univer- 
sity and  a  number  of  schoolmen  of  the  state  have  contributed  to  tht 
programs. 

The  organization  of  research  bureaus  (1912  — ).  Reference  shouU 
probably  be  made  here  also  to  the  stimulus  given  the  testing  movemen 
by  the  organization  of  state,  city,  university,  and  other  bureaus  of  re 
search  or  measurements.  Since  the  founding  and  development  of  sucl 
bureaus  is  treated  elsewhere'^''  in  this  publication,  little  will  be  saiti 
about  them  here.  The  establishment  of  these  organizations  for  educa 
tional  research  began  about  1912  and  a  number  became  active  withii 
the  next  three  or  four  years.  In  most  cases,  attention  during  the  nr< 
few  years  of  their  existence  was  centered  almost  entirely  upon  the  con 
struction  and  use  of  tests.  The  combined  influence  of  the  variou 
bureaus  in  developing  and  popularizing  standardized  tests  was  ver. 
great.  .' 

The  first  group  intelligence  scales  (1917).  Near  the  end  of  th 
period  prior  to  1918,  activities  began  in  several  divisions  of  the  ger 
eral  field  of  educational  measurements  in  which  little  had  been  dor 
previously.  Otis,  working  under  Terman,  was  completing  his  work  u; 
on   what   is  generally  considered  the   first  group   intelligence   scale. 


^^Scc  p.   32-33. 

"Otis,  A.   S.     "An  Ab.solute   Point   Scale  for  the  Group  Measurement  of  Intelligenwl 
Journal  of  Educational  Psyiholoyy,  9:239-61,   333-48;   May,   June,    1918. 


Ten  Years  of  Educational  Research,  1918-1927  95 

'intner'"'^  had  employed  several  group  tests  in  making  what  he  called 
mental  survey,  but  they  were  not  really  combined  into  a  single  scale, 
nd  they  ditTered  significantly  from  the  modern  intelligence  tests. 
Uis'  scale  was  practically  complete  when  the  United  States  entered  the 
\'orld  War,  but  its  publication  was  temporarily  delayed  because  Otis 
irned  over  the  products  of  his  work  to  the  committee  in  charge  of  the 
sychological  testing  in  our  military  forces.  This  committee  adopted 
His'  scale  as  the  basis  in  constructing  the  well-known  Army  Alpha 
cale^^  in  1917  and  1918.  This  committee  also  constructed  the  Army 
eta  Tests*"  during  the  same  period.  As  most  readers  probably  know, 
lese  were  a  series  of  non-verbal  tests  intended  for  use  with  illiterates, 
hereas  the  Army  Alpha  Scale  required  the  possession  of  at  least  a 
loderate  degree  of  reading  ability. 

The  first  score  card  for  school  buildings  (1916).  The  score  card 
)r  school  buildings  represents  another  type  of  measuring  instrument 
hich  was  developed  prior  to  1918.  The  first  of  the  Strayer-Engel- 
irdt  series  of  score  cards  appeared  in  1916,*^  and  seems  to  have  been 
le  first  attempt  of  any  consequence  to  formulate  comprehensive  ob- 
ctive  standards  and  to  apply  them  to  the  rating  of  school  buildings. 

Books  on  educational  measurement  (1904-17).  Thorndike's  In- 
oductioii  to  the  TJicory  of  Mental  and  Social  Measurements,  already 
ferred  to.*-  stood  alone  as  a  textbook  in  this  field  for  more  than  ten 
'ars,*''  but  shortly  before  1918  several  other  volumes  of  interest  and 
sistance  to  workers  came  from  the  press.  In  1916  appeared  vStarch's 
ducational  Measurements,*^  which  consisted  of  two  or  three  chapters 
'1  school  marks,  followed  by  ten  or  twelve  chiefly  devoted  to  the  re- 
oduction  of  tests  and  scales  in  as  many  school  subjects.  These,  of 
hich  a  large  proportion  were  constructed  by  Starch  himself,  included 
■actically  all  those  available  at  the  time  the  book  was  published.  In 
Idition  to  reproducing  the  tests.  Starch  included  norms  for  most  of 


'^Pintner,   Rudolf.     "A  Mental   Survey  of  the  School  Population  of  a   Village,"  School 
J  Society,   5:59/-600,  May  19,   1917. 

Pintner,   Rudolf.     The  Mental  Suifcv.     New  York:     D.   Appleton  and  Company,    1918. 
5  p. 

'''\  erkes,  R.  M.   (Editor).     Psychological  Examining  in  the  United  States  Army,.  Mem- 
f   of   the    Xntional    Academv    of    Sciences,    Vol.    15.      Washington:     Government    Printing 
'  ce,  1921.     890  p. 
^Ibid. 

^'Strayer,   G.   D.     "Score  Card   for  City   School   Buildings,"  Fifteenth    Yearbook  of  the 
iionat  Society  for  the  Study  of  Education,   Part   I.     Bloomington,   Illinois:     Public   School 
ilishing  Company,  1916,  p.  41-51. 
"See  p.   36. 

"Whipple's  Manual  of  Mental  and  Physical  Tests  had  been  published  in  1910,  but  it 
V.  concerned  with  psychological  tests  as  distinguished  from  educational  tests  and,  therefore, 
■value  for  workers  in  psychological  laboratories  rather  than  for  those  chiefly  interested  in 
■iinarv   classroom   teaching.      See: 

.         Whipple,    G.    M.      Manual    of   Mental    and    Physical    Tests.      Baltimore:     Warwick    and 
rk,  1910.     534  p.     (Revised  edition,   1914.     Part  I,  365  p.     Part  II,   336  p.) 
•'1  .    "Starch,   Daniel.     Educational  Measurements.      New   York:     The   Macmillan    Company, 


96  Bulletin  No.  42 

them,  brief  accounts  of  their  derivation,  and  in  some  cases  criticism 
and  suggestions  for  use.     A  second  pubhcation  of  the  same  year  \\  a 
Part  I  of  the  Fifteenth  Yearbook  of  the  National  Society  for  the  Stud 
of  Education*^  prepared  by  a  committee  headed  by  Strayer.     Th- 
yearbook  dealt  chiefly  with  the  use  of  about  a  dozen  different  achiext 
ment  tests,  but  also  included  chapters  on  physical  measurements,  ratiii 
school  buildings,  and  intelligence  testing.     It  was  not,  however,  unt 
the  appearance  of  Monroe,  DeVoss,  and  Kelly's  Educational  Tests  ai. 
Measurements*'^  in  the  following  year  that  there  was  available  in 
single  volume  a  fairly  comprehensive  treatise  on  the  use  of  achieveme 
tests.     This  book  described  practically  all  of  the  tests  available  at  tl 
time  of  its  publication,  but  devoted  most  of  its  space  to  the  criticis 
of  these  tests  and  to  a  discussion  of  the  uses  to  which  test  resu!:l( 
should  be  put.     Within  a  short  time,  this  volume  became  decided 
popular  with  classroom  teachers  and  others,  and  has  remained  so  ev 
since.     It  undoubtedly  deserves  credit  for  doing  more  than  any  othj 
single  publication  to  encourage  the  use  of  tests  and  to  acquaint  the 
employing  them  with  proper  methods  of  use.     In  1917  also  appear j 
Rugg's  Statistical  Methods  Applied  to  Education,*'^  which  was  the  fi 
book  to  furnish  workers  with  a  fairly  adequate  treatment  of  the  eJ 
ments   of   statistical   method  necessary   for  handling  test   scores  aj 
similar  data. 

Status  of  the  educational  measurement  movement  at  the  begd 
ning  of  1918.    To  sum  up  in  a  few  sentences  the  status  of  the  eduifc 
tional  measurement  movement  at  the  beginning  of  1918,  the  followfc; 
generalizations  may  be  made.    Many  school  administrators  and  othi 
were  still  definitely  hostile  and  probably  still  more  were  neutral  towJ 
the  movement,  but  it  had  passed  its  most  critical  period  from  the  staj 
point  of  survival,  and  had  acquired  considerable  momentum.     A  ni| 
ber   of  well-standardized   and   widely-used  achievement   tests   in 
elementary-school   subjects   and  also   several   excellent   individuall 
telligence  scales  were  available.     Few  standardized  tests  had  appe< 
in  the  high-school  subjects,  and  group  intelligence  tests  were  in  t- 
infancy.     A  beginning  had  also  been  made  in  the  objective  meas-i 
ment  of  school  buildings.     Onh*  a  few  texts  or  complete  volumes  clt% 
ing  with  the  movement  had  yet  appeared,  but  of  these,  two  or  t;j 


* 


^'Strayer,   G.   D.,  et  al.     "Standards  and  Tests  for  the   Measurement  of  the   Effic 
of  Schools  and  School  Systems,"  Fifteenth   Yearbook  of  the  National  Society  for  the    B'"" 
of  Education,  Part  I.     Chicago:  University  of  Chicago   Press,    1916.      172  p. 

■""Monroe,  W.  S.,  DeVoss,  J.  C.  and  Kelly,  F.  J.  Educational  Tests  and  Me 
ments.  Boston:  Houghton,  Mifflin  Company,  1917.  309  p.  (Revised  and  enlarged  ei 
1924.     521  p.) 

"Rugg,  H.  O.  Statistical  Methods  Applied  to  Education.  Boston:  Houghton,  '. 
Company,   1917.     410  p. 


k 


Tex  Years  of  Educatiox.u,  Research,  1918-1927  97 

were  of  distinctly  high  merit  and  were  rapidly  becoming  well  known. 
Furthermore,  many  periodicals  were  in  the  aggregate  devoting  a  con- 
siderable amount  of  space  to  the  movement;  many  speakers  were  ex- 
plaining and  advocating  the  use  of  objective  methods  of  measurement; 
and  many  administrators,  teachers,  and  others  were  actually  employing 
them. 

PART  II.     1918  TO  1927 

Testing  in  the  United  States  Army  (1917  — ),  Probably  the  one 
outstanding  event  in  the  field  of  educational  measurements  which 
marked  1918  was  the  continuation  and  elaboration  of  the  testing  pro- 
gram initiated  in  the  United  States  Army  in  1917.'*^  A  group  of  the 
most  prominent  psychologists  of  this  country  constructed  the  tests 
ijused,  and  formulated  and  directed  the  program,  and  many  other  psy- 
fichologists.  probably  a  majority  of  those  of  any  professional  standing, 
^participated  in  carrying  it  out.  Most  of  the  testing  was  done  by  means 
of  the  Army  Alpha  and  Beta  Scales,  but  the  Stanford  Revision  of  the 
Binet-Simon  Tests,  various  performance  scales,  tests  of  mechanical 
ability  and  aptitude,  literacy  tests,  and  so  forth,  were  also  employed. 
The  chief  purpose  was  to  measure  the  general  intelligence  of  recruits 
so  that  those  who  appeared  to  be  of  too  low  ability  to  become  accepta- 
'ble  soldiers  could  be  detected  and  employed  for  the  necessar}-  simple 
manual  labor  connected  with  the  army  and  also  so  that  those  of  various 
nigher  degrees  of  intelligence  could  be  classified  and  trained  or  em- 
ployed in  the  most  efficient  way.  Another  important  type  of  testing 
had  as  its  purpose  the  discovery  of  vocational  abilities  of  various  sorts, 
so  that  carpenters,  plumbers,  masons,  and  workers  in  many  other  oc- 
cupations could  be  selected  and  employed.  Altogether,  about  two  mil- 
ilion  men  were  tested,  a  number  sufficient  to  render  this  by  far  the 
::reatest  psychological  and  educational  measurement  program  ever  car- 
ried out.  The  work  did  not  cease  with  the  end  of  the  war  but  was 
adopted  to  some  extent  as  a  permanent  feature  of  army  routine.  Ii 
as  inevitable  that  such  an  extensive  application  of  tests  should  have  a 
eat  influence  in  encouraging  their  use  elsewhere.  Perhaps  this  stimu- 
ition  was  greater  than  was  best  for  the  development  of  the  movement. 
t  seems  probable  that  much  of  the  non-critical  use  of  tests  and  the 
warranted  interpretation  of  results  which  were  so  common  during 
e  few  years  following  the  war  may  in  large  measure  be  traced  back 
:o  the  more  or  less  wholesale  methods  used  in  the  army. 

Early  group  intelligence  tests  (1918-20).    The  year  1918  was  also 
e  date  of  the  appearance  of  the  first  group  intelligence  scale  designed 


*^See  p.  94-93. 


98  Bulletin  No.  42 

for  school  use,  that  of  Otis.***  This  was  soon  followed  by  a  number  of 
others  of  which  probably  the  most  notable  were  the  National  Intelli- 
gence Tests. ^°  These  tests,  which  consist  of  Scales  A  and  B,  were 
prepared  under  the  auspices  of  the  National  Research  Council  by  five 
of  the  leading  educational  psychologists  of  the  country,  Haggerty,  Ter- 
man,  Thorndike,  Whipple,  and  Yerkes.  The  members  of  this  com- 
mittee had  played  a  large  part  in  the  psychological  testing  in  the  army, 
and  it  was  hoped  that  this  experience  could  be  capitalized  by  collabora- 
tion and  that  in  this  way  a  well-nigh  perfect  intelligence  test  could  be 
produced.  Although  it  appears  that  this  expectation  was  not  realized, 
the  National  Intelligence  Tests  are  generally  considered  the  best  yet 
available  for  use  in  the  intermediate  and  upper  grades  of  the  elemen- 
tary school,  and  from  the  time  of  publication  to  the  present  they  have 
received  very  wide  use.  It  is  interesting  to  note  that  within  a  short 
time  after  these  tests  appeared  each  of  the  five  co-authors  except 
Yerkes  devised  a  group  intelligence  scale,  thus  implying  that  the  Na- 
tional Intelligence  Tests  could  be  improved.  In  addition  to  these  tests, 
a  few  other  group  intelligence  scales  appeared  during  1919  and  1920, 
and  since  that  time  every  year  has  been  marked  by  the  appearance  ofi 
a  considerable  number.  During  the  past  two  or  three  years,  however,! 
fewer  scales  have  been  constructed. 

The   Seventeenth    Yearbook    (1918).     The   year    1918   was   also, 
marked  by  the  publication  of  Part  II  of  the  Seventeenth  Yearbook  of 
the  National  Society  for  the  Study  of  Education,^'^  which  was  devoted^ 
to  educational  measurement.    This  volume  was  prepared  by  a  commit-i 
tee  of  the  National  Association  of  Directors  of  Educational  Research.^^ 
Courtis  was  chairman  of  this  committee.    The  volume  consists  of  thir-i 
teen  chapters,  each  being  contributed  by  a  leader  in  the  field  of  educa-; 
tional  measurement.     Taken  as  a  whole  these  chapters  present  a  fairly! 
complete    and    satisfactory    discussion    of    the    history,    status,    and 
purposes  of  the  measurement  of  achievement.     The  work  of  various 
research  bureaus  and  organizations  is  discussed,  almost  all  of  the  then 
existing  tests  and  scales  are  described,  practical  uses  of  measurement 
are  pointed  out,  elementary  statistical  methods  are  explained,  several 
types  of  educational  research  are  briefly  discussed,  and  a  very  com- 
plete bibliography  of  more  than  six  hundred  references  completes  th^ 


iHi 


*<>See  p.   94.  _ 

'"Whipple,  ("..   M.     "The  National   Intelligence  Te.>;ts,"  Journal  of  Educational  Research 
4:16-3!.   Tune,    19.?1. 

•"Courtis,  S.  A.,  et  al.  "The  Measurement  of  Educational  Products,"  Scvcnteent}  \ 
Yearbook  of  the  National  Society  for  the  Stiidv  of  Education,  Part  II.  Bloomington,  Illinois  i 
Public   .School   PuhlishinR  Company,   191S.      192  p.  1 

'^This  organization  has  since  changed  its  name  to  the  Educational  Research  Association  * 


Tex  Years  of  Educational  Research,  1918-1927  99 

olume.  Altogether,  in  view  of  the  time  at  which  it  appeared  and  the 
[uahty  and  scope  of  the  contributions  that  compose  it,  Part  II  of  the 
t'eventcenth  Yearbook  ranks  as  one  of  the  outstanding  pubhcations  in 
he  field  of  measurements. 

Although  this  volume  contains  much  that  is  valuable,  one  sentence 
las  probably  been  outstanding  in  its  influence.  At  the  very  beginning 
if  Chapter  II,  which  is  entitled  "The  Nature,  Purposes,  and  General 
dethods  of  Measurements  of  Educational  Products,"  Thorndike  placed 
lis  now  well-known  dictum :  "Whatever  exists  at  all  exists  in  some 
mount."  This  statement  stimulated  much  controversial  discussion. 
t  has  been  attacked  and  defended  with  equal  warmth.  On  the  whole, 
lowever,  it  has  been  generally  accepted  by  workers  in  this  field,  and 
ine  may  say  that  this  statement  has  become  the  cornerstone  upon 
>  hich  the  structure  of  educational  measurements  has  been  raised. 

General  survey  tests — Pintner's  work  (1918-20).  One  of  the 
nportant  developments  of  this  period  has  been  the  organization  of 
ests  into  groups  or  batteries  for  general  survey  purposes.  Such  bat- 
eries  include  achievement  tests  in  several  school  subjects  and  frequent- 
\"  also  an  intelligence  test.  The  publication  of  a  number  of  tests  in 
single  booklet  relieves  the  teacher  or  other  user  from  the  task  of 
electing  the  particular  tests  to  be  used.  It  also  facilitates  the  admini- 
tration  of  the  tests.  Usually,  the  author  of  a  battery  of  tests  pro- 
ides  a  method  for  combining  the  several  achievement  scores  into  a 
ingle  measure. 

Pintner's  Educational  Survey  Test^  consisted  of  short  selections 
rem  eight  already  existing  standardized  achievement  tests.  Xo  in- 
Hligence  test  was  included,  but  the  recommendation  was  made  that 
le  Mental  Survey  Scale^*  by  the  same  author  be  used  in  connection 
ith  the  achievement  tests.  In  connection  with  the  combined  use  of 
le  educational  and  mental  survey  scales,  Pintner  suggested  a  mental 
idex  to  express  general  intelligence  and  an  educational  index  to  ex- 
ress  achievement,'^  and  recommended  that  the  difi:'erence  between 
lese  two  indices  be  taken  as  a  measure  of  how  well  a  school  pupil 
;  capitalizing  his  mental  ability."'^ 


^Pintner,  Rudolf  and  Fitzgerald,  Florence.  "An  Educational  Survey  Test,"  Journal 
■  Educntioual  Psycholoyy,    11:207-23,  April,    1920. 

^^Pintner,  Rudolf.  "A  Non-Language  Group  Intelligence  Test,"  Journal  of  Al'pUcd 
<ychotoyy,   3:199-214,    September,    1919. 

''Pintner,  Rudolf,  and  Marshall,  Helen.  "A  Combined  Mental-Educational  Survey," 
•  uriial   of   Educational    Psychology,    12:32-43,    82-91;    January,    February,    1921. 

"Pintner  had  suggested  the  desirability  of  comparing  achievement  with  ability  and 
id  even  made  such  comparisons  two  or  three  years  earlier,  but  had  not  provided  a  unified 
ittery  of  Tchievement  tests  nor  suggested  any  very  satisfactory  means  of  making  the  com- 
irisons.     See  references  on  p.  95. 


100  Bulletin  No.  42 

The  Illinois  Examination  and  the  achievement  quotient  (1920). 
In  1920,  the  Illinois  Examination,^"  prepared  by  B.  R.  Buckingham 
and  W.  S.  Monroe,  appeared.  It  consisted  of  the  Monroe  General  Sur- 
vey Scale  in  Arithmetic,  the  Monroe  Standardized  Silent  Reading  Test 
Revised,  and  the  IlHnois  General  Intelligence  Scale.  Thus,  instead  of 
covering  most  of  the  elementary-school  subjects  as  had  Pintner's  Test, 
the  Illinois  Examination  was  limited  to  the  two  most  important  ones. 
This  battery  of  tests  is  especially  distinguished  b}*  the  fact  that  in 
connection  with  it  the  now  well-known  and  widely-used  terms  "achieve- 
ment age"  and  "achievement  quotient"  were  first  employed.  The  former 
is  used  to  express  a  pupil's  score  on  an  achievement  test  in  a  fashion 
similar  to  that  in  which  his  mental  age  expresses  his  score  upon  an  in- 
telligence test.  The  achievement  quotient,  which  is  obtained  by  dividing 
achievement  age  by  mental  age,  expresses  his  achievement  relative  to 
his  capacity.  Achievement  age  and  achievement  quotient  are  relatively 
easy  to  understand,  and  probably  for  this  reason  they  have  been  em- 
ployed much  more  frequently  than  the  index  and  difference  method 
proposed  by  Pintner. 

The  Pressey  Scales  of  Attainment  (1920-21).  At  approximately 
the  same  time  that  Pintner,  and  Buckingham  and  Monroe  were  mak- 
ing available  their  batteries  of  tests,  the  Presseys  were  engaged  in 
similar  work.  They  published  Scale  of  Attainment  No.  1,^*  intended 
for  the  second  grade,  wliich  consisted  of  spelling,  word  recognition, 
sentence  understanding,  and  simple  arithmetic  tests ;  Scale  No.  2," 
which  covered  eighth-grade  history,  arithmetic,  and  English ;  and 
Scale  No.  3,*^*'  which  dealt  with  third-grade  spelling,  reading,  and 
arithmetic.  Although  no  intelligence  tests  were  included,  the  Presseyj> 
urged  that  they  be  used  in  connection  with  the  Scales  of  Attainment 
and  that  the  scores  made  on  the  latter  be  interpreted  in  the  light  ol 
pupils'  capacities. 

The  Stanford  Achievement  Test  (1922).  During  the  period  sinc< 
the  appearance  of  the  batteries  of  tests  already  mentioned,  a  numbei 
of  others  of  the  same  general  character  have.been  constructed  and  pub 


^'Monroe,    W.    S.    and    Buckingham,    B.    R.      Illinois    Examination.      Teacher's    Hand 
hook.      L'rbana,     Illinois:     Bureau    of    Educational     Research,     University    of    Illinois,    July 

1920.  32  p. 

Monroe,   W.    S.     "The   Illinois   Examimtion,"    University  of  Illinois   Bulletin,   Vol.    I 
No.    9,    Bureau    of    Educational    Research    Bulletin    No.    6.      Urbana:    University    of    Illinoi 

1921.  70  p. 

"^Pressey,    L.    C.      "Scale   of   Attainment   No.    1. — An    Examination    of   Achievement    i 
the  Second  (jrade,"  Journal  of  Educational  Research,   2:.S72-81,   September,    1920. 

"Pressey,  S.  L.  "Scale  of  Attainment  No.  2. — An  Examination  for  Measurement 
History,  Arithmetic,  and  English  in  the  Eighth  Grade,"  Journal  of  Educational  Reseat. 
3:359-69.   May,   1921. 

""Pressey,  L.  C.     "Scale  of  Attainment  No.  3. — For  Measuring  'Essential  Achievemc- 
in  the  Third   Grade,"  Journal  of  Educational  Research,  4:404-12,   December,    1921. 


Tex  Years  of  Educatioxal  Research,  1918-1927  101 

ished.  IMost  of  these  have  been  intended  for  elementary-school  use, 
lilt  two  or  three  cover  high-school  subjects.  The  Stanford  Achieve- 
aent  Test,*^^  published  in  1922,  undoubtedly  holds  first  place.  It  con- 
ists  of  the  Primary  Examination  for  Grades  II  and  III,  which  in- 
ludes  reading,  arithmetic  and  spelling,  and  the  Advanced  Examination 
or  Grades  IX  to  YIll,  which  includes  nature-study  and  science,  his- 
ory  and  literature,  and  language,  in  addition  to  the  subjects  in  the 
Mmary  Examination.  Besides  being  the  most  complete  and  most  re- 
iable  of  the  batteries  of  tests,  the  Stanford  Achievement  Test  in  many 
^ther  ways  deserves  the  high  rank  it  has  been  generally  accorded  and 
he  wide  use  it  has  received.  Although  it  does  not  possess  the  diag- 
nostic value  of  some  series  of  tests,  everything  considered,  it  probably 
■epresents  as  high  a  point  as  has  been  reached  in  the  technique  of 
est  construction. 

The  accomplishment  quotient  and  ratio  suggested  by  Franzen 
1920-22).  About  the  same  time  that  the  Illinois  Examination  and 
fie  accompanying  achievement  quotient  became  known,  Franzen  sug- 
ested  the  same  idea,  using,  however,  the  expression  "accomplish- 
lient  quotient."*^-  The  term  "attainment  quotient"  has  also  occasionally 
een  used  with  the  same  significance.  Franzen  and  others  employed 
subject  age"  instead  of  "achievement  age"  to  refer  to  achievement 
1  a  single  subject,  and  "educational  age"  to  refer  to  average  achieve- 
lent  in  several  subjects.  These  ages  were  accompanied  by  the  sub- 
set quotient  and  educational  quotient,  obtained  by  dividing  subject 
jge  and  educational  age,  respectively,  by  chronological  age.  In  other 
''ords,  the  subject  quotient  and  educational  quotient  are  measures  of 
chievement  relative  to  age  and  not  to  ability.  A  little  later  Franzen 
|lso  suggested  the  use  of  the  accomplishment  ratio,®^  seemingly  de- 
iring  to  substitute  this  expression  for  accomplishment  quotient,  since 
je  gave  it  the  same  meaning. 

T-scores  and  B-scores  (1921  — ).  In  addition  to  Pintner's  indices 
{nd  the  various  ages  and  quotients  already  referred  to,  two  or  three 
Ither  kinds  of  derived  scores — that  is,  means  of  expressing  point 
:ores  in  uniform  terms  or  units — have  been  suggested.  The  best- 
nown  of  these  are  undoubtedly  the  T-scale*'*  and  corresponding  T- 


"Kelley,    T.     L.,     Ruch,    G.     ^r.,    and    Terman,     L.     M.       Stanford    Achievement    Test. 
onkers-on- Hudson,  New  York:   World  Book  Company,   1922. 

'-Franzen,    Raymond.      "The    Accomplishment    Quotient   of   School    Marks    in   Terms   of 
Jdividual  Capacity,"      Teachers  College  Record,   21:432-40,   November,    1920. 
I  "Franzen,    Raymond.      "The   Accomplishment   Ratio,"   Teachers  College,    Columbia    Uni- 

yrsity  Contributions   to   Education,    No.    125.      New   York:    Bureau   of   Publications,    Colum- 
^  University,  1922.     59  p. 

*'The  name  T-scale  was  given  by  McCall  in  honor  of  Terman   and  Thorndike. 


102  Bulletin  No.  42 

score,  proposed  by  McCall"''  soon  after  the  appearance  of  age  and 
quotient  scores.  The  T-scale  is  based  upon  the  distribution  of  abiHty 
of  an  average  or  complete  group  of  twelve-year-old  pupils.  Tables  for 
transmuting  point  scores  into  corresponding  T-scores  have  been  pre- 
pared for  a  number  of  tests  published  by  the  Bureau  of  Publications 
of  Teachers  College  and  for  a  few  other  measuring  instruments,  but 
the  T-scale  has  not  been  as  widely  accepted  as  the  age-scale. 

Another  method  of  expressing  scores  which  has  received  some 
use  is  that  of  the  grade-score,'"*  also  sometimes  called  the  B-score.*' 
This  expresses  achievement  in  terms  of  grade  standing,  using  an 
integer  in  units'  place  for  the  grade,  and  a  second  integer  in  tenths' 
place  for  the  month  of  the  school  year.''*  Thus,  a  B  or  grade-score  of 
4.3,  for  example,  denotes  the  average  achievement  of  fourth-grade 
pupils  in  the  third  month  of  the  school  year. 

The  new  examination  (1920  — ).  In  1920,  there  appeared  ar 
article  by  McCall''^  which  seems  to  have  been  the  first  published  dis- 
cussion of  the  new  examination.  This  article  attracted  considerabk 
attention  and  within  a  short  time  many  persons  began  to  experimeni 
with  and  employ  tests  of  the  sort  advocated.  The  new  examinatior 
merely  represents  the  application  of  the  methods  and  types  of  exer- 
cises used  in  the  construction  of  standardized  tests  to  those  made  b) 
the  classroom  teacher.  The  true-false  type  of  test  received  most  em- 
phasis at  first,  but  the  multiple-answer,  the  completion,  the  matching, 
the  incorrect  statement,  the  rearrangement,  and  many  other  types  anc 
varieties  have  since  been  suggested  and  used.  Since  1920,  literally 
hundreds  of  articles  describing,  advocating,  and  criticizing  new-typ<; 
tests  have  appeared.  They  have  also  been  treated  in  a  number  O' 
books,  and  within  the  past  three  or  four  years  several  volumes,  mos 
of  them  rather  small,  have  been  devoted  entirely  or  chiefiy  to  the  sub'' 
ject.  The  first  full-size  book  dealing  with  this  topic  was  Russell': 
Classroom  Tests,'"  dated  1926.  Much  more  complete  is  Odell's  Tra 
ditional  Examinations  and  Ncui'-Typc  Tcsts.'^  It  is  hardly  too  much  t( 
say  that  in  many  schools  interest  in  the  new  examination  has  exertec' 


ji 


^'McC'all,    W.    A.      ".\    Proposed    Uniform    Method    of    Scale    Construction,"    Tcachet 
College   Record.    22:31-52.   January.    1921. 

""Ihickingham,    R.    R.     Research    for   Teachers.     New    York:    Silver,    Rurdett    and   Con 
pany,  1926,  p.   181-SS. 

"'The  name  B-score  was  suggested  by  McCall  in  honor  of  Binet  and  Buckinfrham.    Set 

"B    Scores."      I.eaflet    published    by    Public    School    Publishing    Company,    Bloomingtoi ' 
Illinois. 

''The   assumption    is   made   that   the   school   year   is   composed  of  ten   months. 

""McCall,    W.    A.      "A    New    Kind    of    School    Examination,"    Journal    of   Educatiotu 
Research,    1:33-46,   January,    1920. 

'"Kussell,    Charles.      Classroom    Tests.      Boston:    (iinn    and    Company,    1926.      346   p.        f 

"Odell.    C.    W.      Traditional   E.vaDiinations   and  New-Tvpe    Tests.      New    York:    Centui 
Company,    1928.     469  p.  f 


Ten  Years  of  Educational  Research,  1918-1927  103 

revolutionary  influence  on  the  character  of  the  examinations  admin- 
tered. 

Books  on  intelligence  tests  (1919-27),  As  was  natural  after  the 
ilucational  measurement  movement  was  well  under  way,  the  number 
f  published  volumes  devoted  to  its  various  phases  rather  markedly 
icreased.    For  the  first  two  or  three  years  following  1918,  there  were 

0  notable  additions  to  the  few  volumes  already  mentioned'-  dealing 
''ith  achievement  tests  or  with  educational  measurements  in  general. 

1  1919,  however,  Terman  published  his  Intelligence  of  School  Chil- 
ren,~^  a  companion  volume  to  his  earlier  Measurement  of  Intelligence. 
;  deals  with  the  interpretation  and  use  of  the  information  gained  from 
itelligence  tests  and  thus  supplements  the  former  volume,  which  is 
evoted  to  the  actual  administration  of  the  Stanford  Revision.  In  1922, 
le  National  Society  for  the  Study  of  Education  devoted  its  year- 
:)o\c*  to  this  general  topic,  the  committee  in  charge  being  under  the 
liairmanship  of  Colvin.  Part  I  deals  with  the  nature,  history,  and 
pneral  principles  of  intelligence  testing,  and  Part  II  with  the  practical 
ise  of  such  tests  and  their  results.  This  yearbook  constituted  the  first 
'^asonably  complete  treatm.ent  of  the  topic.  As  regards  the  phases 
)vered  by  Part  I,  comparatively  few  volumes  worth  mentioning  have 
ppeared  since  that  time.  Pintner"'  published  one  a  year  later  which 
)vers  about  the  same  scope  as  the  yearbook.  Two  years  later,  in  1925, 
eterson's  Early  Conceptions  and  Tests  of  Intelligence''^  appeared.  As 
le  title  implies,  this  volume  deals  almost  entirely  with  the  history  of 
itelligence  testing,  and  brings  it  down  to  about  1911,  but  some  at- 
ntion  is  also  given  to  the  general  problems  involved.  Freeman,''  in 
^26,  published  what  is  easily  the  outstanding  treatise  dealing  with  the 

neral  field  of  intelligence  testing.  The  history  of  the  movement  is 
aced  in  considerable  detail,  all  important  existing  tests  are  described, 
id  the  interpretation  and  use  of  test  results  critically  dealt  with.  The 
)lume  is  not  limited  to  intelligence  tests  in  the  usual  sense  of  the 
rm,  but  takes  in  other  mental  tests,  such  as  those  of  personality  and 
)  forth.  Another  volume  of  an  entirely  different  sort,  but  equally  as 
atstanding   as    Freeman's,    is    Thorndike's   Measurement    of   Intelli- 


'-See  p.   95-96. 

"Terman,  L.  M.  The  Intelligence  of  School  Children.  Boston:  Houghton,  Mifflin 
mpany.   1919.     317  p. 

"Colvin,  S.  S.,  et  at.  "Intelligence  Tests  and  Their  Use,"  Twenty-First  Yearbook  of 
'c  National  Societv  for  the  Stiidv  of  Education.  Bloomington,  Illinois:  Public  School 
jiblishing  Company,   1922.      289  o. 

"Pintner,  Rudolf.  Intelligence  Testing.  New  York:  Henry  Holt  and  Company, 
123.     406  p. 

'         "'Peterson,   Joseph.      Early   Conceptions  and   Tests  of  Intelligence.      Yonkers-on-Hudson, 
•w  York:    World   Book   Company,   1925.     320  p. 

"Freeman,   F.   N.     Mental   Tests.     Boston:    Houghton,   Mifflin   Company,   1926.     503   p. 


104  Bulletin  No.  42 

gence.''^  This  large  volume,  published  in  1927,  does  not  deal  with  th 
general  field  as  does  Freeman's,  but  is  limited  to  a  consideration  o 
certain  important  problems  of  intelligence  testing.  It  is  based  chief! 
upon  the  result  of  experimental  work  by  Thorndike  and  his  associate; 
A  Manual  of  Individual  Mental  Tests  and  Testing,  by  Bronner  an 
others,'^  likewise  appeared  in  1927.  This  volume  is  not  limited  t 
general  intelligence  tests  in  the  narrow  use  of  the  term,  but,  in  th 
words  of  the  authors,  describes  "every  adequately  standardized  ind 
vidual  mental  test,"  as  well  as  a  number  inadequately  standardized.  '. 
also  contains  some  helpful  discussion  of  testing.  A  still  more  recei 
book  in  the  same  field  has  been  written  by  Dearborn.^"  It  is  devote 
to  the  interpretation  and  use  of  intelligence  tests  and  their  resuli 
rather  than  to  the  description  of  existing  tests  or  the  history  of  th 
movement.  Practically  all  of  the  outstanding  work  in  this  field  is  sun 
marized  and  evaluated. 

With  regard  to  the  field  covered  by  the  second  part  of  the  Twent} 
First  Yearbook — that  is,  the  practical  use  of  intelligence  tests — ^tl" 
number  of  books,  bulletins,  magazine  articles,  and  so  forth,  is  alma 
innumerable.  No  attempt  will  be  made  here  to  single  out  any  of  thei 
discussions  or  reports  as  of  unusual  merit.  | 

Books  on  achievement  tests  (1918-28).  At  the  very  beginning  j 
this  period,  Monroe's  Measuring  the  Residts  of  Teaching^^  came  o 
the  press.  This  book  was  devoted  to  the  use  of  tests  and  subsequei 
remedial  instruction  rather  than  to  their  description.  Soon  after  192' 
a  number  of  other  books  dealing  with  achievement  tests  and  testk 
in  general  began  to  appear.  Most  of  these  were  of  the  same  gener 
type  as  Monroe,  DeVoss,  and  Kelly's  Educational  Tests  and  Measuri 
ments.^^  They  differed  from  it  chiefly  in  that  since  they  appeared  laHl 
new  tests  were  described.  Probably  only  two  or  three  of  these  booi 
which  were  published  prior  to  1927  merit  special  mention.  McCalli 
Hozu  to  Measure  in  Education^^  appeared  in  1922.  It  deals  with  tl 
use  of  measurements  for  classifying  pupils,  diagnosing,  teachini 
evaluating  the  efficiency  of  instruction  and  vocational  guidance,  at 
the  construction  and  standardization  of  tests.    It  was  followed  a  ye 


ffi. 


%« 


"Thorndike,    E.    L.,   ct  at.      The   Mcasuicincnt   of  Intelligence.      New   York:     Bureau 
Publications,   Teachers   College,   Columbia   University,    1927.      616  p. 

"Bronner,   A.   F.,   et  al.     A   Manual  of  Individual  Mental  Tests  and  Testing.     Bost<  j 
Little,   Brown,   and   Comnany.    1927.      287   o. 

'"Dearborn,    W.    F.      Intelligence    Tests,    Their    Significance    for   School    and   Socii 
Boston:     Houghton,   Mifflin   Company,    192S.     336   p. 

'''Monroe,    W.    S.      Measuring    the    Results   of    Teaching.      Boston:     Houghton,    Mi£  | 
Companv.    1918.     297   t). 

^-See  p.   96.     The   1924   revision  of  this  book  is   at  present  one  of  the  two  most  C< 
plcte  texts   on   st.'uidardized   testing  in   the  elementary   school.  ' 

''McCall,  W.  A.     How  to  Measure  in  Education.     New  York:    The  Macmillan  C( , 
pany,    1922.     416  p. 


Ten  Years  of  Educational  ResearcHj  1918-1927  105 

iter  by  Monroe's  Introduction  to  the  Theory  of  Educational  Mcasure- 
lents,^*  a  book  of  the  same  general  type,  but  even  more  critical  and 
Ivanced.  In  1927  appeared  the  first  volumes  devoted  to  testing  in 
|ie  high  school,  Ruch  and  Stoddard's  Tests  and  Measurements  in  High 
•chool  Instruction,^^  and  Symonds'  Measurement  in  Secondary  Edu- 
Uion}'^  Both  of  these  texts  deal  with  tests  constructed  by  the  teacher 
;  well  as  with  those  that  have  been  standardized.  Symonds"  volume  is 
le  more  inclusive  of  the  two,  having  chapters  on  measurement  of  con- 
jct,  prognosis,  guidance,  ability  grouping,  and  so  forth,  to  which  Ruch 
id  Stoddard  pay  little  or  no  attention.  Kelley's  Interpretation  of  Edu- 
•tional  Measurements,^''  which  treats  only  certain  limited  problems 
the  general  field  but  offers  in  most  cases  the  best  critical  discussions 
^\v  available,  also  came  oiT  the  press  in  1927.  A  prominent  and  un- 
gual feature  of  this  book  is  that  it  contains  ratings  of  practically  all 
e  existing  standardized  tests  of  much  merit  by  a  number  of  experts 
the  measurement  field.  The  most  recent  volume  dealing  with  achieve- 
ment tests,  by  Hoke  and  Wilson,  represents  a  thorough  revision  and 
alargement  of  an  earlier  book.®®  In  its  general  plan  it  resembles  many 
hers,  devoting  most  of  its  chapters  to  tests  in  the  various  elementary 
id  high-school  subjects. 

In  addition  to  books  and  other  writings  dealing  with  achievement 

id  intelligence  tests,  the  measurement  movement  was  aided  consider- 

ly  by  the  appearance  in   1925  and  later  of  a  group  of  new  texts 

iling  with  statistical  methods  in  education.    Since  these  have  been 

-scribed  elsewhere,®^  they  are  not  listed  here.     Besides  these,  half  or 

lore  of  the  books  dealing  with  educational  measurements  in  general, 

icluding  McCall's  and  Monroe's,  devote  one  or  more  chapters  each 

statistical  methods. 

Another  publication  that  should  be  mentioned,  although  it  is  not 
all  of  the  nature  of  a  textbook,  is  the  Bibliography  of  Educational 
asurements^"  compiled  by  the  Bureau  of  Cooperative  Research  of 
liana  University.  This  is  by  far  the  most  complete  and  useful  list 
tests  and  scales  in  the  school  subjects  and  related  fields  which  is 


"^Monroe,  W.  S.  A)i  Introduction  to  the  Theory  of  Educational  Measurements. 
-ton:     Houghton   Mifflin   Company,    1923.      364  p. 

'^Ruch,  G.  M.  and  Stoddard,  G.  D.  Tests  and  Measurements  in  High  School  In- 
ction.      Vonkers-on-Hudson,    New    York:     World    Book    Company,    1927.      381    p. 

"Symonds,  P.  M.  Measurement  in  Secondary  Education.  New  York:  The  Macmillan 
;pany,  1927.     588  p. 

*"Kelley,  T.  L.  Interpretation  of  Educational  Measurements.  Yonkers-on-Hudson, 
■    York:     World   Book  Company.   1927.      363  p. 

^Wilson,  G.  M.  and  Hoke,  K.  J.  How  to  Measure.  New  York:  The  Macmillan  Com- 
i  .V,   1920.     285   p.     Revised  and  enlarged,    1928.     597  p. 

^^See  V.   53. 

^Biblioyrafhy  of  Educational  Measurements.  Bloomington,  Indiana:  Bureau  of  Co- 
rative  Research,  Indiana  University,  1923.  120  p.  (First  revision,  1925,  147  p.;  second 
ision,  1928,  251   p.) 


106  Bulletin  No.  42 

generally  available.  The  description  of  each  test  includes,  among  sev- 
eral useful  facts,  information  as  to  where  the  test  can  be  obtained. 
Intelligence  tests,  with  a  few  exceptions,  and  those  in  some  other 
closely  related  fields  are  not  included. 

Development  of  high-school  tests.     In  the  summary  of  the  his- 
tory of  educational  measurements  down  to   1918,   it  was  stated  thai 
practically  no  high-school  tests  were  then  available.   One  of  the  markec 
characteristics  of  the  movement  since  that  time  has  been  the  develop-, 
ment  of  such  tests.    Beginning  in  algebra,  geometry,   Latin,   English 
composition,  and  one  or  two  other  subjects,  they  have  been  develope( 
until  now  the  number  available  in  many  secondary  subjects  runs  fron 
ten  up  to  twenty  or  thirty,  and  in  practically  every  one  there  are  a 
least  three  or  four.    It  cannot  be  said,  however,  that  test  developmen 
in  this  field  is  yet  equal  to  that  in  the  elementary  field.    Indeed  thi 
will  probably  never  be  true  because  of  the  somewhat  different  natur 
of  the  desired  outcomes  of  elementary  and  high-school  instruction. 

As  examples  of  recent  tests  dealing  with  high-school  subjects,  tw 
outstanding  series  may  be  mentioned.  The  Iowa  Placement  Exam: 
nations, ^^  the  first  of  which  appeared  in  1924,  consist  of  a  number  c 
training  tests,  which  measure  work  taught  in  high  school,  and  als 
several  aptitude  tests,  which  are  intended  to  predict  ability  to  carr 
different  subjects.  The  subjects  included  are  chemistry,  English,  mo( 
ern  foreign  language,  mathematics,  and  physics.  Both  training  an 
aptitude  tests  are  intended  for  use  at  the  time  of  completing  higi 
school  or  entering  college.  The  second  general  series  referred  to  is  ti 
Columbia  Research  I'ureau  Tests, '*^  which  have  appeared  within  tl 
last  two  years.  The  subjects  covered  at  present  are  physics,  p! 
geometry,  Spanish,  German,  English,  French,  and  algebra. 

Testing  in  institutions  of  higher  learning.  In  addition  to  tl 
high-school  tests  a  number  for  use  in  colleges  and  universities  ha'.i 
been  developed.  Some  of  the  tests  employed  in  such  institutions  a 
not  intended  exclusively  for  this  purpose  but  are  also  adapted  to  hig 
school  use.^'^  Tests  of  this  nature  exist  in  such  subjects  as  algebi* 
geometry,  the  various  foreign  languages,  physics,  chemistry,  and  I 
forth.  In  addition  to  these,  however,  there  are  also  other  more  or  le 
standardized  tests  for  use  in  subjects  not  commonly  or  at  all  taught 
secondary  schools.  Among  the  subjects  with  which  these  tests  deal  3  \ 
j)hilosophy,  logic,  education  and  psychology',  medicine,  law,  and  libraS 


I 


fl 


"'Stoddard,    (i.    I).      "Iowa    I'lacemcnt    Examinations,"    L'liifosity    of    Iowa    Studies 
Education,    Vol.    3,    No.    2.      Iowa    City:    I'niversitv   of   Iowa.    192.S.      103   p. 

"-Wood,    B.    D.,    ct  al.     "Columbia    Research    Bureau   Tests."     Yonkers-on-Hudson,  ^(j 
York:    World   Book  Company,   1926  and   1927.    (These  appear  as  seven  separate  publicatioi  • 

"'The    Columbia    Research    Bureau   Tests   are    examples   of   such   tests. 


Ten  Years  of  Educational  Research,  1918-1927  107 

vork.  Xot  only  are  standardized  achievement  tests  being  employed  in 
nstitutions  of  higher  learning,  but  many  instructors  are  devising  ob- 
ective  tests  for  their  own  use.  The  most  complete  account  of  such 
ests  is  that  given  by  Wood,^*  who  gives  lengthy  examples  and  many 
lata  concerning  their  use  at  Columbia  University. 

In  colleges  and  universities  much  more  attention  has  been  given 
()  the  use  of  standardized  tests  of  general  intelligence  than  to  achieve- 
nent  tests.  Dozens,  probably  even  hundreds,  of  the  higher  institutions 
'f  this  country  have  made  some  use  of  such  tests  in  connection  with 
Toblems  of  admission,  educational  and  vocational  guidance,  the  group- 
ng  of  students  for  instruction,  the  study  of  failure,  and  similar  ques- 
ions.  One  of  the  best  accounts  of  what  has  been  done  at  a  particular 
istitution  is  that  of  Wood,^''  who  describes  in  some  detail  the  use  of 
le  Thorndikc  Iniclligcncc  Examination  for  High  School  Graduates  in 
lonnection  with  the  admission  of  students  to  Columbia  University, 
'he  most  comprehensive  account  of  the  use  of  such  tests  at  a  large 
umber  of  institutions  is  that  by  MacPhail,^''  who  several  years  ago 
ammarized  practically  all  of  the  reported  studies  or  experiments  along 
kis  line.  In  many  higher  institutions,  intelligence  tests  have  become  a 
egular  part  of  entrance  examinations  or  a  regular  feature  of  some 
ther  phase  of  college  personnel  work. 

Rating  of  school  buildings.     In  addition  to  the  development  of 

:hievement  and  intelligence  tests,  the  last  decade  has  witnessed  con- 

'derable  activity  along  other  lines  of  educational  measurement.    Ref- 

;"ence  has  already  been  made  to  the  beginning  of  objective  rating  of 

hool   buildings.®'     Following  this   beginning,   which   consisted   of   a 

iieral  score  card  for  city  school  buildings,  Strayer  and  Engelhardt 

jso  constructed  and  made  available  score  cards  and  sets  of  standards 

'ir  high-school  buildings,®*  rural-school  buildings,®®  and  administration 

jildings.^""  Although  these  compose  the  most  notable  and  generally- 

ied  score  cards,  a  number  of  others  have  also  appeared  and  received 

nie  use.    Score  cards  are  available  not  only  for  l)uildings  but  also 

r  their  maintenance  and  equipment.    I^xamples  of  these  are  one  by 


"Wood,    B.    T>.     Measurement    in    Higher    Education.     Yonkers-on-Hudson,    New    York: 
Id  Book  Company,  1923,  Chapters  VIII  to  XIII. 
»/fcid..   Chapters   I-VII. 

""MacPhail,    A.    H.      The   Intelligence    of   College    Students,      lialtimore:     Warwick    and 
k,    1924.      176    p. 
'■See  p.  95. 

"Strayer,   G.    D.   and   Engelhardt,   N.   L.     Standards  for  High  School  Buildings.     New 
,rk  City:      Teachers   College,   Columbia   University,    1924.      95   p. 

j  "Strayer,  G.  D.  and  Engelhardt,  N.  L.  "Score  Card  for  Village  and  Rural  School 
lildings  of  Four  Teachers  or  Less,"  Teachers  College  Bulletin,  Eleventh  Series,  No.  9, 
.'luary  3,    1920.      New   York:     Teachers   College,   Columbia   University,    1920.      22   p. 

'""Strayer,  G.  D.,  Engelhardt,  N.  L.,  and  El.sbree,  W.  S.  Standards  for  the  Ad- 
'istration  Building  of  a  School  Svstem.  New  York  City:  Bureau  of  Publications,  Teacli- 
CoUege,   Columbia   University,    1927.     40   p. 


108  Bulletin  No.  42 

Engelhardt  and  others  for  rating  janitorial  and  engineering  service,'"-  i 
and  one  by  Anderson  for  rating  pupils'  seats  and  desks. "- 

Measurement  of  personality,  character,  etc.  (1919  — ).  Another 
field  in  which  a  number  of  workers  have  been  engaged  is  measurement 
of  personality,  character,  temperament,  and  related  traits.  In  most  of 
the  attempts  along  this  line,  rating  scales  have  been  employed  whicl" 
call  for  the  rating  of  the  subject  by  one  or  more  persons  upon  a  num- 
ber of  specified  and  weighted  points.  This  plan,  which  is  also  com 
monly  used  in  teacher  rating,  is  not  new,  although  it  has  developec 
considerably  within  the  past  few  years.  In  addition  to  such  schemes  o 
rating,  however,  there  are  a  few  tests  which  call  for  pupils'  response 
to  various  sorts  of  exercises  and  situations.  Among  the  best  knowi 
of  these  are  the  Downey  Will  Temperament  Tests. ^°^  These  tests' 
which  were  constructed  in  slightly  different  forms  for  individual  an 
for  group  testing,  consist  of  subtests  designed  to  measure  such  trait 
as  speed  of  movement,  freedom  from  inertia,  flexibility,  speed  o 
decision,  motor  impulsion,  assurance,  resistance,  motor  inhibition,  car 
for  details,  and  coordination  of  impulses.  Pressey  is  the  author  of 
test^°^  in  this  same  general  field.  It  consists  of  various  lists  of  word 
most  of  which  evoke  emotional  responses  to  be  indicated  by  those  tal 
ing  the  test.  Another  test  intended  to  measure  emotional  attitudes  hi 
been  constructed  by  Watson. ^°^  This  test  undertakes  to  secure  reai 
tions  to  a  fairly  large  number  of  statements  dealing  with  more  ( 
less  prominent  international,  political,  economic,  and  social  problem 
The  Kohs  Ethical  Discrimination  Test^°^  is  typical  of  several  tes 
intended  to  measure  knowledge  of  ethics  and  morality  rather  thj 
emotional  reaction  or  actual  conduct.  It  requires  the  classification  ai 
evaluation  of  certain  actions  according  to  their  moral  significance,  tl 
definition  of  terms,  and  so  forth. 

In  addition  to  the  tests  just  described,  two  or  three  rating  seal 
may  be  mentioned  as  illustrative  of  the  best  of  those  now  available 
very  simple  one  is  that  for  school  habits  b}''  Cornell,  Coxe,  and  C 
leans,^°^  which  provides  for  the  rating  of  pupils  on  each  of  nine  trai 


i<"Engelhardt,  N.  L..  Reeves,  C.  E.,  and  Womrath,  G.  F.  Score  Card  for  P»l 
School  Jatiitorial-Engineerivg  Service.  New  York  City:  Bureau  of  Publications,  Teadkj 
College,  Columbia  University,   1926.     6  p. 

"•=.\nder.son,   C.   A.     "Tentative   Score  Card   for   Elementary   School   Desks  and  Sea 
American   School  Board  Journal,  69:46-47,  July,   1924 

>*'Do\vney,    J.    E.      "The    Will-Profile,    A    Tentative    Scale    for    Measurement    of 
Volitional    Pattern,"    Bulletin    of   the    University    of    Wyoming,    No.    3.      Laramie,    Wyomi  j 
Department   of   Psychology,   University  of  Wyoming,    1919.      40   p. 

"xPressey,   S.   L.     Pressey  X-0   Tests.     Chicago:   C.  H.   Stocking  Company,   1920. 

'"^Watson,  G.  R.  A  Survey  of  Public  Opinion  on  Sotne  Religious  and  Econoi 
Issues.  New  York:  Bureau  of  Publications,  Teachers  College,  Columbia  University,  Uj 
16  p.  j 

'"•Kohs,  S.  C.  Ethical  Discrimination  Test.  Chicago:  C.  H.  Stoelting  Conqp] 
1922.     8  p.  1_ 

•"'Cornell,  E.  L.,  Coxe,  W.  W.,  and  Orleans,  J.  S.  Rating  Scale  for  School  Ha^ 
Yonkers-on-Hudson,   New   York:     World   Book   Company,    1927. 


Tex  Years  of  Educational  Research,  1918-1927  109 

attention,  neatness,  honesty,  and  so  forth.  Three  degrees  of  each  trait 
are  described,  but  individuals  may  be  rated  at  any  point  between  these 
degrees.  Among  the  more  elaborate  scales  is  one  published  by  the 
California  Bureau  of  Juvenile  Research,  designed  for  rating  juvenile 
.iffenses^"*  on  a  definite  scale  of  points.  It  provides  for  the  rating  of 
aumerous  ofifenses,  from  such  a  slight  one  as  playing  hookey  to  at- 
:end  a  circus  up  to  committing  murder.  As  a  further  example  of  what 
las  been  done  along  the  line  of  character  rating,  the  work  of  Voelker"^ 
should  be  mentioned,  although  his  tests  are  not  standardized  in  the 
ordinary  sense  of  the  term.  He  employed  a  series  of  ten  actual  situ- 
ations which  offered  opportunities  for  overstatement,  untruthfulness, 
tlishonesty,  and  so  forth,  in  which  there  was  apparently  little  chance  of 
pupils  being  caught.  Needless  to  say,  the  conditions  were  such  that 
hose  giving  the  tests  were  able  to  detect  cases  of  untrust worthiness 
n  all  of  the  qualities  concerned. 

"Man-to-man"  rating  scales.   In  connection  with  the  measurement 

pf  personal  traits,  mention  should  be  made  of  what  is  commonly  called 

he  "man-to-man"  plan  of  rating.    This  plan  had  been  used  more  or 

less  before  the  World  War  but  received  its  greatest  use  and  develop- 

nent  in  connection  with  the  rating  of  recruits  on  various  traits.    It  ap- 

)ears  to  have  originated  in  a  seminar  at  the  Carnegie   Institute  of 

Technology  conducted  by  W.  D.  Scott,  now  President  of  Northwestern 

niversity.  and  is  perhaps  best  described  in  a  series  of  articles  by 

^ugg.^^°    The  scale  used  in  this  plan  of  rating  was  formed  by  having 

,he  rater  select  ''the  best  man  you  ever  knew"  and  write  his  name  at 

he  top,  "the  poorest  man  you  ever  knew"  and  write  his  name  at  the 

lOttom ;  and  fill  the  spaces  between  with  the  names  of  an  "average- 

han,"  a  "better-than-average-man,"  and  a  "poorer-than-average-man." 

^-lumerical  ratings  such  as  15,  12,  9,  6,  and  3  were  then  assigned  to  the 

)ve  steps  and  the  scale  was  ready  for  use.    Ordinarily,  such  a  scale 

[ealt  with  a  single  trait  or  perhaps  a  group  of  related  traits,  such  as 

hysical  qualities,  or  leadership.   When  a  man  was  rated  by  means  of 

his  scale,  he  was  compared  with  those  named  on  the  scale  and  was 

'iven  the  rating  of  the  one  whom  he  most  resembled,  or  perhaps  a 

ating  between  those  of  two  of  the  men  named  on  the  scale.   Although 

lis  method  of  rating  involved  many  subjective  elements,  the  results 


•"Clark,  W.  W.  "Whittier  Scale  for  Grading  Juvenile  Offenses,"  California  Bureau 
'Juvenile  Research,  Bulletin,  No.  11.  Whittier,  California:  California  Bureau  of  Juvenile 
esearch,  Whittier  State  School,  April,  1922.     8  p. 

'"■■'V^oelker,  P.  F.  "The  Function  of  Ideals  and  Attitudes  in  Social  Education," 
eachers  College,  Columbia  University  Contributions  to  Education,  No.  112.  New  York: 
ureau  of  Publications,   Columbia  University.    1921.      126   p. 

"°Rugg,  H.  O.  "Is  the  Rating  of  Human  Character  Practical?"  Journal  of  Edu- 
itional  Psvchologv,  12:425-38,  485-501,  November,  December,  1921;  13:30-42,  81-93,  Tanu- 
y,  February,    1922. 


110  Bulletin  No.  42 

secured  were  found  to  be  of  distinct  value,  being  much  more  reliable 
than  ratings  made  with  no  such  scale  in  mind.  Because  of  these  fea- 
tures, the  "man-to-man"  comparison  scale  has  received  considerable 
use  in  industry  and  in  education. 

Vocational  tests.    Another  g-eneral  field  in  which  there  has  been 
considerable  activity  is  that  of  predicting  vocational  or  occupational 
aptitude.    Not  only  have  intelligence  and  achievement  tests  been  used 
for  this  purpose,  but  also  tests  have  been  designed  especially  to  de- 
termine the  ability  or  probable  success  of  individuals  in  various  occu- 
pations.  A  number  of  such  tests  have  appeared  for  engineering,  clerica 
work,  and  stenography,  and  for  many  other  occupations  there  are  on( 
or  more  available.     As  examples  of  workers  included  in  this  lattei 
group   may  be   mentioned   bricklayers,   chauffeurs,    farmers,    firemen 
hospital  attendants,  journalists,   painters,  and  policemen.     There  an 
also  a  number  of  tests  of  more  or  less  general  mechanical  ability  am 
technical  information  and  several  tests  and  series  of  tests  intended  fo 
purposes  of  general  vocational  guidance.     Of  the  various  books  whicl 
have  dealt  with  vocational  tests,  the  outstanding  one  is  undoubtedl 
that  of  Hull.""'^    This  very  recent  and  ample  volume  discusses  in  de 
cidedly  adequate  fashion  both  the  principles  and  methods  of  aptitud 
testing.     It  is  not  limited  to  vocational  aptitudes,  but  covers  a  muc 
wider  field. 

Measurements  of  physical  abilities.     Physical  abilities  were,  o 
course,  measured  long  before  the  educational  measurements  movemen 
in  its  present  form  developed,  but  it  is  only  within  the  last  few  year 
that  what  may  be  called-  standardized  tests  of  physical  traits  have  ap 
peared.    Two  examples  of  such  tests  will  be  given.    The  Winter  Ph]! 
sical  Ability  Test^^^  is  intended  primarily  for  the  measurement  of  coni 
petitive    activities.     It    consists    of    such    exercises    as    knee-bendin; 
pull-ups,  balancing,  and  so  forth,  each  of  which  is  to  be  done  undt 
specified  conditions  and  counts  a  certain  number  of  points.    Anoth«l 
more  recent  series  of  tests  is  that  by  Brace" ^   for  measuring  mote 
ability.    The  tests  of  this  series  are  e.xercises  more  or  less  similar  t 
those  of  Winter,   although  the  particular  ones  included  are  not  tl 
same. 

Miscellaneous  tests  and  scales.     In  addition  to  intelligence  test 
tests  dealing  with  the  various  school  subjects,  score  cards  for  ratir 


"""Hull,    C.    L.      Aplitudc    Testing.      Vonkers-on-Hudson,    New     York:      World    B(  | 
Company,  1928.     .S3.S  p. 

'""Winter    Phy.sical   Ability   Test,"   Physical   Education   and   Health    Bulletin,    1,   Ser  ^ 
1924-25.      Hartford,   Connecticut:    State   Board   of  Education,    1924.      12  p. 

"'lirace,    ]).    K.      Mcasuriny   Motor  Abilitv.      \e\v    York:     A.    S.    Barnes   and   Compa' 
1928.      138  p.  "  • 


Tex  Ykars  of  Educational  Research,  1918-1927  111 

buildings  and  teachers,  and  other  measuring  instruments  already  men- 
tioned, there  are  a  number  of  miscellaneous  tests  and  scales  more  or 
less  directly  applicable  to  public  school  education.    There  have  been 
published,  for  example,  tests  of  creative  ability,  of  disciplinary  values, 
of  dramatic  judgment,  of  scientific  thinking  ability,  of  learning  ability, 
if  study  habits  ;  also  score  cards  for  rating  school  budget  practices, 
school  records  and  reports,  textbooks,  rural  schools,  and  so  forth.    In 
addition  to  tests  and  scales  of  character  and  moral  reactions,  which 
lave  already  been  mentioned,   a  number  dealing  more  directly  with 
"eligious  education  have  been  constructed.    ]\Iost  of  these  deal  with 
he  content  of  the  Bible  and  other  material  commonly  taught  in  Sun- 
lay  school,  but  there  are  also  rating  scales  for  clergymen,  for  church 
)lants.  and  so  forth.    Another  purpose  for  which  a  number  of  scales 
lave  been  developed  is  the  rating  of  community  and  home  conditions. 
Acceptance  of  standardized  tests  as  part  of  routine  procedure. 
•ne  of  the  marked  tendencies  of  the  past  decade  in  educational  mea- 
urements  has  been  the  development  of  rather  complete  testing  pro- 
.rams  in  many  school   systems   and  the   incorporation  of   such   pro- 
j^rams  as  an  integral  part  of  instructional  and  supervisory  routine.   Al- 
hough  beginnings  along  this  line  had  been  made  prior  to  1918,  notably 
fV  Courtis  at  Detroit,  it  was  not  until  later  that  such  a  program  was 
dopted  by  even  a  single  city  system.    Xow,  many  if  not  most  large 
ity  systems,  of  which  Detroit  is  still  probably  the  best  example,  as  well 
s  hundreds  of   small   city  and   town   schools,   and   likewise   those   of 
punties  and  other  units,  have  accepted  the  use  of  standardized  tests  as 
list  as  much  a  matter  of  course  as  the  use  of  teacher-made  examina- 
ons,  or  any  other  long  established  procedure.    Many  cities,  among 
hich  are  Detroit,  Denver,  and  Philadelphia,  develop  and  publish  prac- 
xally  all  of  their  own  tests,  although  some  other  large  systems  and 
iiost  smaller  ones  use  tests  purchased  from  publishers. 

State  and  nation-wide  testing  programs.  Reference  was  made,  in 
le  first  portion  of  this  chapter,  to  the  efifect  of  the  school  survey 
lovement  upon  the  development  and  use  of  tests.  Within  the  past  few 
ears,  this  effect  has  grown  in  two  or  three  directions.  It  is  now  not 
all  uncommon  for  the  bureau  of  research  of  a  state  department  of 
iucation,  a  state  university,  or  some  other  institution  to  promote  a 
late-wide  testing  program  that  is  not  a  part  of  a  more  general  state 
'irvey.  Frequently,  from  fifty  to  one  hundred  thousand  pupils  or  even 
ore  are  tested  in  each  subject.  Indeed,  this  movement  is  not  even 
nited  to  states.  One  of  the  leading  publishers  of  educational  tests 
iS  during  the  past  four  years  promoted  annual  nation-wide  testing 


112  Bulletin  No.  42 

programs  involving  the  use  of  several  tests  each  year.  The  last  pro- 
gram of  this  sort"^  included  over  500,000  pupils,  ever}-  state  in  the 
Union  except  one  being  represented. 

Growth   of  the   critical  attitude.     Perhaps  the  most   significant 
tendency  in  educational  measurements  within  the  last  ten  years  is  the 
growth  of  the  critical  attitude.    In  the  early  days  of  standardized  tests, 
many  superintendents,  principals,   teachers,   and  others  administered 
tests  merely  because  it  was  considered  progressive  to  do  so,  or  because 
they  had  a  vague  idea  that  simply  giving  tests  and  scoring  papers 
would  in  some  more  or  less  mysterious  way  improve  the  efficiency  of 
instruction  and  the  achievement  of  pupils.    Very  commonly  all  that 
was  done  with  the  results  was  to  announce  them  to  the  teachers,  after 
which  the  papers  were  destroyed  or  stored  away  out  of  sight  and  all 
details  connected  with  the  testing  forgotten.   As  the  thoughtful  leaders 
of  the  movement  protested  against  this  misuse  of  testing  materials  andj 
waste  of  time  and  effort,  and  as  those  actually  in  the  field  came  to  give^ 
more  careful  consideration  to  the  matter,  they  realized  that  tests  had 
little  value  unless  the  results  were  carefully  analyzed  and  followed  up 
by  the  procedures  for  which  the  need  was  indicated.    There  was  also, 
an  increasing  realization  that  tests  and  test  scores  could  not  safely  bej 
taken  at  their   face  value,  that  many  tests   did  not   fulfill  their  an-i| 
nounced  functions,  and  that  what  was  needed  in  many  cases  was  3 
critical  study  and  improvement  of  already  existing  tests  rather  than 
the  production  of  new  ones.   No  longer  are  well-trained  administratorsrj 
supervisors,  and  teachers  content  to  give  almost  any  standardized  tes' 
in  the  belief  that  it  is  a  well-nigh  perfect  measuring  instrument,  oi 
indeed  to  employ  any  tests  at  all  without  knowing  just  why  they  arij 
being  employed  and  what  use  is  to  be  made  of  the  results.    In  thi!: 
earlier  years  of  achievement  tests,  the  results  if  used  at  all  were  comj 
monly  emplo3"ed  to  determine  the  general  efficienc}-  of  school  systemic 
or  perhaps  of  buildings  or  teachers  within  a  s^'stem,  and  little  attentioiij 
was  paid  to  the  scores  of  individual  pupils.    Now,  however,  the  em:j 
phasis  has  changed,  and  the  chief  functions  of  tests  are  usually  conj 
ceived  as  being  to  aid  in  the  improvement  of  instruction,  in  the  bettei 
classification  of  pupils,  and  in  the  more  desirable  forms  of  school  or 
ganization.    Diagnostic  tests,  described  in  the  following  paragraph,  ar 
receiving  increasing  use,  and  the  same  is  true  of  prognostic  tests  b 
which  pupils  may  be  better  guided  in  their  school  and  after-scho(j 


"^Retort    of    the    Fourth    Annual    Nation-lVidc    Testing    Surzey,    Project    No.    ^,   ' ' 
telligence     Testing.       Bloomington,     Illinois:      Public     School     Publishing    Company,     1927-2 11 
32  p.  (I 

Report   of  the  Fourth   Annual  Nation-Wide    Testing  Survey,   Project   No.   II,   Engh,^ 
Composition.      Bloomington,    Illinois:    Public    School    Publishing   Company,    1927-28.      32  p. 


Ten  Years  of  Educational  Research,  1918-1927  113 

areers.  No  longer  are  standardized  tests  quickly  made  and  published, 
'hey  are  constructed  and  standardized  by  months,  often  years,  of 
ibor,  and  in  some  cases  thousands  of  dollars  are  spent  upon  a  single 
?st  before  it  is  made  available  for  general  use.  Validity  and  reliability 
re  largely  determined  before  regular  publication  rather  than  after- 
rard.  Fairly  complete  data  as  to  the  merit  of  a  test  are,  therefore, 
Mailable  in  most  cases  when  the  test  is  first  announced,  and  this, 
oupled  with  the  fact  that  the  number  of  tests  has  become  very  large, 
lakes  it  unnecessary  for  the  user  to  choose  blindly  or  without  ade- 
aate  information.  Also,  more  refined  statistical  techniques  are  being 
inployed  and  more  emphasis  is  being  placed  upon  interpretation. 

Diagnostic  tests.    As  a  result  of  the  growing  critical  attitude,  one 

end  within  the  past  few  years  has  been  the  increasing  use  of  diag- 

ostic  tests  of  achievement  instead  of  more  general  ones.    Increased 

nphasis   has    been    placed   upon    diagnosis    of    pupils'    abilities    and 

thievements,  and  upon  remedial  instruction.    In  arithmetic  there  are 

sts  that  measure  a  single  operation  with  the  numbers  in  a  single  type 

example,  as  the  single  digits,  two-place  numbers,  or  common  frac- 

bns.    In  algebra,  each  operation  and  type  of  equation  is  dealt  with 

:parately.    In  foreign  language,  know^ledge  of  declension,  conjugation, 

pcabulary,  and  so  forth,  is  tested.   Similar  procedures  are  followed  in 

inumber  of  other  subjects.  Some  use  in  still  made  of  survey  tests  yield- 

■^  brief  general  measures  of  achievement,  but  they  do  not  fill  nearly 

important  a  place  comparatively  as  they  did  ten  years  or  more  ago. 

Practice  tests.     Another  development  of  the  past  few  years  has 

en  the  construction  and  use  of  what  are  generall}'  called  practice 

ists  in  a  number  of  the  school  subjects.    Although  a  very  few  series 

'   such  tests"*  were  constructed  rather  early  in  the  educational  mea- 

:|irement  movement,  not  until  within  the  past   few  years  have  any 

]rge  number  of  them  appeared.   The  distinguishing  feature  of  practice 

Ists  is  that  they  consist  of  series  of  exercises  so  arranged  that  pupils 

<n  respond  to  them  and  score  their  own  responses  with  a  minimum  of 

■'distance  from  the  teacher.    It  is  not  intended  that  scores  made  upon 

oh  tests  shall  be  used  in  any  w^ay   for  the  measurement  of  pupil 

hievement,  except  as  such  measurement  is  desirable  in  stimulating 

actice  from  time  to  time.    Tests  of  this  sort  are  more  numerous  in 

jithmetic  than  in  any  other  subject,  but  some  are  also  available  in 

pguage  and  grammar,  geography,  history,  and  other  subjects.    In  the 

h-school  field,  little  has  been  done  outside  of  mathematics. 


'"Probably  the  best   known   of  the   early   practice  tests  are   the   Courtis   Standard   Prac- 
"■  Tests  in  Arithmetic,  published  by  the  World   Book   Company,    Yonkers,   New   York,   and 
Studebaker    Economy    Practice    Exercises    in    Arithmetic,    published    by    Scott,    Foresman 
1  Company,   New  York. 


114  Bulletin  No.  42 

The  number  of  tests  now  available  (1928).     In  concluding  thi: 
discussion   of   educational   tests   and   measurements,    it   seems   appro 
priate  to  give  some  statistics  relating  to  the  number  of  tests  that  hav' 
appeared.    The  writer  has  endeavored  to  catalog  all  standardized  anr 
semi-standardized  tests  and  scales  that  can  in  any  sense  be  considerei 
educational — that  is,  which  have  any  connection  with  education — am 
believes  that  he  has  been  fairly  successful  in  compiling  a  complete  lis 
of  those  which  have  appeared.   At  present  he  has  listed  almost  thirtee 
hundred  tests  and  scales.^"   Many  of  these  have  never  been  complete! 
standardized,  and  others  are  no  longer  available,  but  a  majority  o 
those  included  can  be  secured  in  some  form.    Of  the  almost  thirtee 
hundred  tests  and  scales  referred  to  above,  approximately  one  hundre 
fifty  belong  under  the  head  of  general  intelligence.     There  are  moi 
than  fifty  tests  in  each  of  four  school  subjects:  arithmetic,  readin;: 
language  and  grammar,  and  history.     Other  subjects  in  which  theit^ 
are  more  than  twenty  are  algebra,   English  composition,   geograph; 
Latin,  literature,  physics,  spelling,  and  handwriting.   There  are  likewi; 
between  twenty  and  fifty  measuring  instruments  in  each  of  the  follovi 
ing  fields:  general  survey — that  is,  cnmbined  batteries  of  tests — pet«    ^^ 
sonality   and   character,    teacher   rating,    and   vocabulary.     Practical 
every  elementary  and  high-school  subject  and  many  college  and  un, 
versity  subjects  may  be  found  upon  the  list,  in  addition  to  the  abilitid 
traits  and  conditions  indicated  by  the  preceding  paragraphs. 

The  number  of  tests  used  annually.     In  order  to  determine  tl' 
approximate  number  of  tests  now  being  used  annually  in  the  Unitti 
States,  inquiries  were  sent  to  all  of  the  leading  publishers  of  tests  ai 
to  a  number  of  the  minor  ones.    Answers  giving  the  desired  inform 
tion  were  received  from  all  of  the  larger  publishers  and  from  pra 
tically  all  of  the  others  addressed.   The  best  estimate  that  can  be  ma 
from  the  figures  furnished  is  that  not  less  than  thirty  million  copi 
of  standardized  tests  and  scales  are  now  being  used  annually,  and  it 
possible  that  if  complete  figures  were  available,  the  number  would 
nearer  forty  million.   About  25  per  cent  of  these  are  intelligence  tes 
and  75  per  cent  tests  of  achievement.    Figures  were  not  secured  f 
particular  tests,  but  it  has  not  been  uncommon  for  the  sales  of  sinj 
tests  in  arithmetic  or  reading  to  range  from  five  hundred  thousand 
a  million  or  even  more  per  year.    Some  intelligence  tests  also  have  r 


"^In  tabulating  tests  ami  scales,  any  series  of  similar  tests  in  the  same  subject  by 
same  author  is  counted  as  only  one.  That  is  to  say,  if  an  author  has  prepared  a  scries 
reading  tests,  for  example,  embracing  one  test  for  the  lower  grades,  one  for  the  in 
mediate  grades,  and  one  for  the  upper  grades  with  perhaps  two  or  three  forms  of  each  < 
series  of  intelligence  tests  including  one  for  young  children  and  another  for  adole.'icent? ; 
has  been  counted  as  only  one   test   in   each   case. 


Ten  Years  of  Educational  Research,  1918-1927  115 


learly  as  high.  Probably  the  most  extreme  example  is  that  of  a  test 
low  several  years  old  which  was  given  to  10  per  cent  of  all  the  ele- 
nentary-school  children  in  this  country  within  a  year  and  a  half  after 
.  appeared. 

From  these  figures,  it  will  be  seen  that,  roughly  speaking,  one 
^tandardized  test  per  pupil  is  being  used  annually  in  the  United  States, 
rhe  number  is,  however,  really  greater  than  this.   Thousands  of  rating 

■ales  for  handwriting,  composition,  and  other  subjects  are  being  used, 
if  which  one  copy  for  the  teacher  is  all  that  is  needed.  Consequently, 
I  single  scale  of  this  nature  is  frequently  used  in  rating  hundreds  or 
■ven  thousands  of  specimens  of  pupils'  work.  Likewise,  a  score  card 
or  school  buildings  ma}'  be  used  for  rating  many  buildings ;  one  for 
)ersonality  for  rating  many  individuals,  and  so  forth.  It  is,  therefore, 
'mpossible  to  make  a  reliable  estimate  of  how  many  specimens  of 
'upils'  work  are  being  measured  or  rated  according  to  some  stand- 
rdized  instrument.  Probably  the  average  is  not  less  than  two  or 
hree  per  pupil  annually.  Furthermore,  it  may  be  said  that  at  least  a 
leginning  of  measurement  has  been  made  in  almost  every  ability, 
haracteristic,  or  condition  that  is  important   from  the  standpoint  of 

lucation.  It  is  true  that  in  many  lines  the  beginnings  are  scarcely 
lore  than  tentative  and  have  so  far  yielded  few  results  of  any  prac- 
ical  value,  but  at  least  the  pioneer  work  is  being  done  and  the  way 
'pened  for  more  worth-while  achievements  later.  In  conclusion,  it  is 
vident  that  standardized  educational  measuring  instruments  have  re- 
vived general  acceptance  and  have  become  an  integral  part  of  educa- 

inal  procedure  and  practice. 


^For   a   discussion   of  this   definition,   see: 

Monroe,  W.  S.  and  Herriott,  M.  E.  "Reconstruction  of  the  Secondary-School  C 
riculum:  Its  Meaning  and  Trends,"  University  of  Illinois  Bulletin,  Vol.  25,  No.  42,  Burs 
of  Educational  Research  Bulletin  No.  41.  Urbana:  University  of  Illinois,  1928,  p.  10- 
29-31. 

^For  their   reports,   see  the   following: 

Wilson,  II.  B.,  ct  at.  "Minimum  Essentials  in  Elementary-School  Subjects — St 
dards  and  Current  Practices,"  Fourteenth  Yeaibook  of  the  National  Society  for  the  Stt 
of  Education,  Part  I.  Bloomington,  Illinois:  Public  School  Publishing  Company,  19 
162  p. 

Wilson,  H.  B.,  ct  al.  "Second  Report  of  the  Committee  on  Alinimum  Essentials 
Elementary-.School  Subjects,"  Sixteenth  Yearbook  of  the  National  Society  for  the  Study 
Education,  Part  I.     Bloomington,  Illinois:     Public   School  Publishing  Company,   1917.     204 

Wilson,  H.  15.,  et  al.  "Third  Report  of  the  Committee  on  Economy  of  Time 
Education,"  Seventeenth  Yearbook  of  the  National  Society  for  the  Study  of  Educati 
Part  I.      Bloomington,   Illinois:     Public   School   Publishing  Company,    1918.      134  p. 

Horn,  Ernest,  et  al.  "Fourth  Report  of  the  Committee  on  Economy  of  Time 
Education,"  Eighteenth  Yearbook  of  the  National  Society  for  the  Study  of  Education,  I 
II.     Blooniin^'ton,   Illinois:    Public    School   Publishing  Company,    1919.      123   p. 

A  brief  summary  of  curriculum  research  prior  to   1918  is  given  on  p.    118  f. 

•'Bobl>itt,  I'Vanklin.  The  Curriculum.  Boston:  Houghton,  Mifflin  Company,  1! ' 
29S  p. 

116 


CHAPTER  V 
CURRICULUM  RESEARCH 

The  problems  of  curriculum  research.  The  curriculum  consists 
of  objectives,  materials  of  instruction,  and  learning  exercises.^  This 
definition  gives  a  cue  to  the  central  problems  of  curriculum  research 
which  may  be  stated  briefly  as  the  determination  of  objectives,  mater 
ials  of  instruction,  and  learning  exercises.  In  addition  to  these  prob 
lems  of  determination,  there  are  problems  of  organization  that  an 
often  considered  to  be  primarily  administrative,  but  which  are  not  al 
ways  kept  separate  from  the  former.  The  three  major  problems  o 
organization  center  about:  grade  placement  and  sequence  of  schoc 
subjects  and  topics,  time  allotment,  and  pupil  programs.  Since  thes 
problems  are  commonly  placed  in  the  field  of  administration,  the  treat 
ment  of  curriculum  research  in  this  chapter  is  confined  in  the  main  t 
a  description  of  studies  relating  to  the  problems  of  determination. 

Curriculum  construction  a  prominent  type  of  educational  researcl 
Even  a  casual  survey  of  educational  research  shows  that  much  ai 
tention  is  being  given  to  the  curriculum ;  in  fact,  few  educational  prol 
lems  tdday  are  being  more  widely  investigated.  Although  the  cui 
riculum  has  probably  been  a  subject  of  educational  discussion  and  ii 
quiry  since  the  time  of  the  first  schools,-  and  several  investigation 
notably  those  under  the  direction  of  the  Committee  on  Economy  ( 
Time  of  the  National  Society  for  the  Study  of  Education,^  had  bet 
made  prior  to  1918,  the  present  wave  of  interest  in  curriculum  coi 
struction  began  about  that  year.  The  appearance  of  Bobbitt's  TJ 
Curriculum,^  the  first  systematic  treatise  in  this  field,  seems  to  ha* 
stimulated  the  attention  of  a  number  of  educators  to  focus  their  a 


Ten  Years  of  Educational  Research,  1918-1927  117 

ention  upon  the  curriculum.  Since  1918,  many  books  have  been  de- 
oted  to  the  subject.  It  is  interesting  to  note,  however,  that  compara- 
ively  few  of  these  books  appeared  during  the  five  years  following  1918, 
)ut  that  beginning  with  1923,  they  appeared  in  rapid  succession.*  The 
leriod  1918-22  was  one  of  incubation.  After  careful  search.  Charters 
eported  only  fifty-six  curriculum  studies  that  had  appeared  in  the  ten- 
ear  period  prior  to  1923.^  Since  then  the  increase  has  been  prodigious, 
'arly  in  1927,  Hockett  made  the  following  statement: 

While  the  earh'  objective  investigations  of  what  to  teach  date  back  about 
fteen  years,  certainly  the  vast  majority  of  the  important  scientific  curriculum 
udies  have  appeared  since  1915. 

There  are  at  present  hundreds  of  titles  dealing  with  the  curriculum  and 
^le  technique  of  curriculum-construction,  and  if  we  include  those  relating  to 
ic  content  and  organization  of  materials  in  specific  subjects,  the  total  runs  into 
le  thousands.' 

In  all  probability,  the  development  of  curriculum-research  techni- 
ues  largely  accounts  for  the  increased  activity  centering  around  the 
jrriculum.  By  1923,  fairly  well-defined  techniques  had  been  de- 
doped,  which  enabled  research  workers  to  attack  curriculum  problems 
iiore  effectively  than  formerly. 

Curriculum  construction  and  objective  methods.  Curriculum  re- 
jarch  is  commonly  interpreted  to  mean  the  eiiiployment  of  objective 
lethods  or  at  least  methods  that  minimize  the  effect  of  the  opinions 
id  prejudices  of  the  investigator.  A  large  number  of  persons,  in- 
uding  some  curriculum  experts,  appear  to  believe  that  the  aims  or 
jrposes  of  the  school  in  general  and  of  particular  subjects  may  be 
htermined  by  objective  methods.  This  belief  is  suggested  by  the 
irase  "scientific  curriculum  construction."  ]\Iany  writers  have  at- 
.cked  this  attitude  toward  curriculum-making.  Bode"  in  particular 
iows  the  impossibility  of  determining  zvhat  should  be  merely  by  col- 
fcting  factual  descriptions  of  what  is,  or  by  collecting  opinions.  The 
fesent  writers  are  in  general  agreement  with  this  criticism,  but  since 
i  is  not  their  purpose  here  to  evaluate  the  educational  research  of 
'e  past  ten  A-ears,  the  limitations  of  the  studies  mentioned  in  the 
'llowing  pages  will  not  be  pointed  out.  The  reader,  however,  should 
•ar  in  mind  that  very  few,  if  any,  of  these  studies  have  eventuated 


*Of  a  list  of  thirty-four  curriculum  books,  not  including  monographs  and  the  like, 
Mch  were  available  to  the  author  of  this  chapter,  nine  appeared  during  the  years  1918-22, 
Ueen  appeared  during   1923-24,   and  ten   have  appeared   since   1924. 

'Charters,   W.    W.     Curriculum   Construction.      New   York:     The   Macmillan    Company, 
J3,  p.  113-17,   169-70. 

I       'Hockett,   J.   A.     "The   Literature   of   Curriculum-Making:     A   Selected   and   Annotated 
yliography,"   Twenty-Sixth   Yearbook  of  the   National  Society  for  the  Study  of  Education, 
Irt   I.      Rloomington,    Illinois:     Public    School    Publishing    Company,    1927,    p.    449. 
J        Tabulation    of  the   ninety-five   different    titles    in    Hockett's   selected    bibliography   shows 
•t.t  only  thirty-four  of  them  appeared  prior  to    1923.      Only  thirteen   appeared  prior  to   1918. 

'Bode,   B.   H.     yiodern  Educational   Theories.     New    York:     The   Macmillan   Company, 
7.    351  p. 


+ 


118 

Bulletin 

No. 

42 

Table 

IV 

Vocabulary 

Studies 

in- 

THE  United  St 

\TES 

Prior 

TO 

1918* 

Investigator 


Date 


Chancellor,  W.  E i  1910 

Eldridge,  R.  C i  1911 

Ayres.  L.  P |  1913 

Jones,  W.  F I  1913 

Cook,  W.  A.  and  O'Shea,  M.  V i  1914 


Investigator 


Date 


Nicholson,  Anne  (Editor) 1914 

New  Orleans  Public  School  List.  ...  '      1916 

Kansas  City  Public  School  List.  .  .  .  1916 

Houser,  J.  D 1916 

Anderson.  \V.  N 1917 


♦The  data  for  this  table  were  taken  from  the  following: 

Ashbaugh,  E.  J.  "The  Iowa  Spelling  Scales:  Their  Derivation,  Uses,  and  Limitations,"  Jour 
nal  of  Educational  Research  Monographs,  No.  3.  Bloomington,  Illinois:  Public  School  t'ublishin; 
Company,  1922,  p.  8. 

Horn,  Ernest.  "A  Basic  Writing  \'ocabu!ary,"  University  of  Iowa  Monographs  in  Education 
First  Series,  No.  4.     Iowa  City:     University  of  Iowa,  1926,  p.  7. 

References  to  source  materials  are  given  in  the  same  monographs,  p.  26-27,  and  p.  7,  respectively. 


in  a  curriculum.  For  the  most  part,  the  hndings  are  merely  facts  tha 
might  be  useful  to  a  curriculum-maker,  particularly  as  determinant 
of  so-called  minimum  essentials.  In  a  certain  sense,  these  studies  ar 
not  curriculum  research,  but  merely  fact-finding  investigations  relatin 
to  the  curriculum.® 

Curriculum  studies  prior  to  1918.     Curriculum  investigators  be 
gan  their  "objective"  studies  with  the  relatively  more  tangible  subjecli 
matter  fields — spelling  (vocabulary),  grammar,  arithmetic — and  gradft 
all}"  broadened  to  include  the  less  tangible — reading,  language,  histor 
and  other  social  studies.     The  tabulation  of  vocabulary  studies  pre 
sented  in  Table  IV  gives  some  idea  of  the  development  of  such  studif '^ 
prior  to  1918.     The  earliest  is  dated  1910.     Charters  has  compiled 
similar  table  for  studies  in  language  and  grammar  prior  to  1917.    Onl 
one  study  is  dated  earlier  than  1915.     Three  studies  were  published  i 
1915,  two  in  1916,  and  four  others  were  unpublished  when  the  table  Wc\j 
prepared.^     The  earliest  curriculum  study  in  arithmetic  was  made  i 
1911  by  G.  M.  Wilson. ^°     Charters'  Curriculum  Construction,   192' 
"represents  tlie  first  attempt  to  formulate  the  objective  methods  uses 
bv  curriculum  builders. "^^    Such  a  book  could  scarcelv  have  been  wri-' 


*Much   the   same   point   of  view   is   expressed   in   the    Preface   to   a   recent   book  on  t 
curriculum:  \ 

"The  work  [of  curriculum-making]   thus  far  has  been  largely  of  a  pioneer  nature.    ^ 
have  not   yet  entirely  cleared  the  woods. 

"Very  few  curriculum  studies  are  complete  and  coherent  projects." 

Harap,    Henry.      The    Technique   of   Curriculum    Making.      New    York:    The    Macmill 
Company,   1928.     315   p.  J 

"Charters,    W.    W.      "Minimal    Essentials    in    Elementary    Language    and    Grammas  ] 
Sixteenth    Yearbook   of   the   National   Society   for   tlic   Study   of  Education,    Part    I.      Bloo 
ington,  Illinois:     Public   School   Publishing  Company,    1917,   p.   87. 

'"This    is    Wilson's    first    .study    made    in    Connersville,    Indiana.       Business    men    wi  ^ 
asked  to  give  their  judgment  as  to   which  topics  should  and  which  should  not  be  included 
the   arithmetic  course.      This  study   is  summarized   in: 

Wilson,   C    M.      "A   Survey   of  the   Social   and   Business  Use   of   Arithmetic,"  Sixtett' 
Yearbook  of  the  National  Society  for  the  Study  of  Education,   Part   I.      liloomington,  Illinfl 
Public   School   Publishing  Company,   1917.   p.    128-29. 

"Charters,   W.    W.      L'lirriciihnn    L  onstniction.      New    York:      The    Macmillan    Compa: 
1923,  p.    169. 


Ten  Years  of  Educational  Research,  1918-1927  119 

en  in  1918,  for  so  few  careful  studies  had  been  made  before  that  date 
s  to  render  the  attainment  of  an  adequate  perspective  improbable, 
rhe  status  of  curriculum  investigations  at  that  time  was  suited  much 
nore  to  an  empirical  presentation  of  principles,  such  as  Bobbitt  gave 
n  his  pioneer  book.  The  Curriculum,  than  to  a  summarization  of 
tudies  and  techniques. 

Among  the  vocabulary  studies,  Ayres'^-  investigation  stands  out 
s  the  most  significant  pioneer  study.  He  undertook  "to  find  out 
v'hether  or  not  there  exists  a  fairly  definite  body  of  words  so  generally 
sed  in  ordinary  correspondence  that  they  should  form  the  core  or 
asis  of  the  spelling  vocabulary  taught  in  the  lower  grades  of  our  ele- 
lentary  schools."  By  tabulating  23,629  running  words  of  personal 
nd  business  letters,  he  discovered  2,001  different  words.  He  also 
ibulated  the  first  word  in  each  line  of  2,000  other  letters.  The  entire 
tudy  revealed  542  words  which  had  a  frequency  of  use  of  six  or 
here. 

'  Among  the  grammar-language  studies,  the  one  by  Charters  and 
liller^^  in  Kansas  City,  Missouri,  occupies  the  premier  position.  The 
urposes  of  the  study  were :  "first,  to  determine  the  rules  of  grammar 
roken,  and  second,  upon  this  as  a  basis  to  determine  a  grammar  cur- 
culum."^*  The  method  used  involved  two  procedures :  first,  all  gram- 
[latical  errors  made  by  the  elementary-school  children  in  the  school- 
Dom  or  around  the  school  buildings  and  heard  by  the  teachers  w^ere 
ipposed  to  be  recorded ;  second,  all  papers,  except  dictated  exercises, 
ritten  in  the  elementary  schools  during  one  month  were  collected  and 
\amined  for  errors. 

In  the  field  of  arithmetic.  G.  M.  Wilson's^"^  study  of  the  social  and 
isiness  use  of  arithmetic  stands  out  most  prominently.  The  purpose 
as  to  determine  the  arithmetic  "actually  needed  by  social  and  busi- 
:ss  usage."  The  main  part  of  the  study  involved  employing  sixth, 
;venth,  and  eighth-grade  pupils  to  collect  "every  problem  solved  by 
ther  the  father  or  the  mother  .  .  .  through  a  period  of  two  weeks." 
ihe  problems  collected,  5036  in  all,  were  distributed  according  to  the 


;  "Ayres,  L.  P.  "The  Spelling  Vocabularies  of  Personal  and  Business  Letters." 
iniphlct  No.  E  126,  Division  of  Education.  New  York:  Russell  Sage  Foundation,  191.^. 
()ut  of  print.)      Reviewed  in:   Charters,   op.  cit.,  p.    171. 

"The  results  of  this  study  were  oriRinally  published  as  Education  Bulletin  No.  9,  Uni- 
rs'.ty  of  Missouri.     For  a  resume  of  this  and  closely  related  studies,  see: 

Charters,  W.  W.  "Minimal  Essentials  in  Elementary  Language  and  Grammar," 
xteenth  Yearbook  of  the  National  Society  for  the  Study  of  Education,  Part  I.  Blooming- 
1,  Ilhnois:     Public   School   Publishing  Company,    1917,   p.   85-110. 

'*Ibid.,   p.    100. 

"Wilson,  G.  M.  What  Arithmetic  Shall  ll'c  Teach?  Boston:  Houghton  ^lifflin 
mpany,    1926,    p.    7-9,    30-51,    58-63. 


120  Bulletin  No.  42 

occupation  of  the  one  who  worked  them  and  were  analyzed  for  tlu 
arithmetical  operations  and  life  situations'*^  involved. 

In  the  social  studies,  the  most  significant  pioneer  study  is  the  in- 
vestigation of  the  content  of  seventh  and  eighth-grade  American  his- 
tory by  Bagley  and  Rugg.'^    The  purpose  of  the  study  was  "to  preseiv 
facts  and  raise  problems  rather  than  to  set  forth  conclusions  or  outlim 
solutions."     The  facts  presented  were  "the  present  [1906-12]  conten 
of  this  basic  historical  instruction  and  the  significant  changes  that  thi: 
content  has  undergone  in  the  past  half  century."    The  technique  usee 
was  as   follows :    twenty-three  American  history  texts  ranging  ove 
the  period  1865  to  1915  and  intended  for  use  in  the  seventh  and  eightl 
grades  were  selected  in  a  "random"  fashion  and  the  number  of  word 
in  each  computed.    The  books  were  then  analyzed  by  graduate  studentf 
From  the  resulting  data,  the  following  things  were  noted  with  respec 
to  each  of  several  periods  or  epochs  of  history :  the  topics  and  name 
common  to  all  of  the  books,  those  common  to  at  least  three- fourths  o 
the  books,  those  common  to  at  least  one-half  of  them,  and  finally,  th 
amount  of  space  devoted  to  each  topic.     These  data  were  careful! 
checked  in  order  to  reduce  the  error  that  is  inevitable  when  many  pei 
sons  collaborate  in  work  of  this  sort. 

A  second  pioneer  investigation  in  the  social-studies  field  involve 
the  use  of  a  technique  that  has  recently  been  applied  on  a  large  seal 
Horn'®  set  out  with  the  hypothesis  "that  the  chief  purpose  of  teachin 
history  in  the  elementary  school  is  to  make  pupils  more  intelliger 
with  respect  to  the  more  crucial  activities,  conditions  and  problems  ( 
present-day  life."'^  Heads  of  the  departments  of  political  scienc 
sociology,  and  economics  made  lists  of  such  problems  and  of  bool 
that  they  thought  furnished  the  best  treatment  of  each.  One  book  f( 
each  problem  was  finally  chosen  for  analysis.  Books  of  a  clearly  hi 
torical  character  were  not  used.  The  analysis  was  carried  on  in 
manner  similar  to  the  method  used  by  Bagley  and  Rugg. 

The  reader  has  possibly  noted  that  most  of  the  studies  mention( 
in  the  preceding  pages  were  reported  in  part  or  wholly  in  the  Fourteen 
and  Sixteenth  Yearbooks  of  the  National  Society  for  the  Study  of  E 
ucation.    The  Committee  on  Economy  of  Time  of  this  society  was  t 


''That  is,  one  part  of  the  analysis  was  on  the  basis  of  the  activities  involved,  buyi 
selling,  and  so  forth,  or  of  the  commodities  involved,  stocks,  bonds,  groceries,  corn,  he 
and  so  forth.     Wilson  called  such   sitn.itions  "suhiect  matter." 

"Bagley,  W.  C.  and  Rugg,  H.  O.  "The  Content  of  American  History  as  Taught 
the  Seventh  and  Eighth  Oadcs,"  University  of  Jllitiois  Bulletin,  Vol.  13,  No.  51,  Scb 
of  Education  Bulletin  No.  16.  Urbana:  University  of  Illinois,  1916.  59  p.  (Out 
print.) 

"Horn,  Ernest.  "Possible  Defects  in  the  Present  Content  of  American  History 
Taught  in  the  Schools,"  Sixteenth  Yearbook  of  the  National  Society  for  the  Study 
Education,  Part  I.  Bloomington,  Illinois:  Public  School  Publishing  Company,  1917, 
156-72. 

^*Jhid.,   p.    156.      Printed   in  italics   in  original. 


Ten  Years  of  Educational  Research,  1918-1927  121 

lutstanding  agency  organized  for  the  purposes  of  curriculum  research 
luring  the  period  and  furnished  the  stimulus  for  most  of  the  investi- 
gations. One  other  type  of  curriculum  research  carried  on  under  the 
lirection  of  this  Committee  should  be  mentioned.  Holmes^''  reported 
study  of  time-allotment  to  and  grade-placement  of  school  subjects, 
^he  method  used  was  simply  to  collect  official  tables  and  tabulate  the 
ata. 

To  summarize,  by  1918,  curriculum  studies  of  two  types  were  un- 
er  way:  studies  designed  to  ascertain  the  status  of  the  existing  cur- 
iculum,  and  investigations  designed  to  determine  what  should  be  the 
ature  of  the  curriculum.  For  the  first  purpose,  the  techniques  in- 
olved  analysis  of  existing  materials  of  instruction  and  compilation  of 
me-allotment  and  grade-placement  data.  For  the  second  purpose,  the 
xhniques  involved  analysis  of  activities  and  records  of  activities  of 
Dth  children  and  adults,  attention  being  given  either  to  use  or  to  dif- 
culties  (errors). 

Types  of  curriculum  research.    As  has  been  previously  mentioned, 
lirly  well-defined  techniques  of  curriculum   research  had  been   de- 
?loped  by  1923.    Some  are  adapted  to  more  than  one  kind  of  approach 
'  the  problems  of  the  curriculum,  but  in  the  main  each  has  been  close- 
identified  with  one  type  of  curriculum  research.     For  instance,  the 
lestionnaire  technique  is  used  both  in  making  activity  analyses  and 
determining  consensus  of  opinion.     The  interview  technique  has 
•en  limited  chiefly  to  use  in  activity  analyses.     The  description  of 
hniques  and  of  approaches  to  curriculum  problems  can  best  be  ac- 
nplished  by  describing  them  together.     Most  curriculum  investiga- 
iis  may  be  classified,  according  to  the  approach  made,  under  one  of 
I  e  rubrics  :^^ 

A.  Activity  analysis 

B.  Determination  of  consensus  of  opinion 

C.  Determination  of  consensus  of  school  practice 

D.  Analysis  of  textbooks 

E.  Determination  of  pupil  reactions 

addition,  a  few  outstanding  investigations  have  been  made  which 
•mot  be  classified  readily  under  any  one  of  these  rubrics. 

A.  Activity  analysis.  In  a  relatively  simple  way,"  both  Bobbitt 
d  the  Commission  on  the  Reorganization  of  Secondary  Education 

"Holmes,  H.  W.,  ct  al.  "Time  Distributions  by  Subjects  and  Grades  in  Representa- 
1  nr'"^^'  f o«r/f f nr/i  Yearbook  of  the  Watiotinl  Society  for  the  Studv  of  Education  Part 
1  liloommeton.    Illinois:    Public    School    Publishing   Company,    191".   p.   21-27. 

Although    these    five    rubrics    overlap    somewhat,    they    provide   a    helpful    basis    for   a 
Tiption   of  curriculum    research. 

^he  technique  employed  in  making  such  .analyses  is  simple  in  that  it  does  not  employ 
uy  developed  statistical  and  related  procedures.  However,  the  thinking  mav  be  of  the 
lest  order. 


122  Bulletin  No.  42 

used  an  activity-analysis  technique  in  formulating  their  well-known 
classifications  of  educational  objectives.  Both  analyzed  "the  broad 
range  of  human  experience  into  major  fields"  by  observing  the  activi- 
ties of  life.  The  Commission  arrived  at  a  classification  of  seven 
rubrics  ;^^  Bobbitt  obtained  a  list  of  ten.^* 

When  the  analytical  procedure  is  carried  to  the  point  where  th( 
units  are  minute  and  closely  interrelated,  the  technique  assumes  man} 
different  aspects  intended  to  secure  greater  accuracy,  objectivity,  am 
reliability.    Charters  describes  four  techniques  of  "activity  analysis": 

1.  "Introspection,"  in  which  a  participant  in  the  major  activity  Hsts  all  o 
the  subsidiary  activities  or  duties  of  which  he  can  think ; 

2.  "Working  on  the  job,"  which  is  a  modified  form  of  introspection; 

3.  "Interviewing,"  in  which  a  trained  interviewer  asks  the  participant  i 
the  major  activity  to  give  a  list  of  his  duties; 

4.  "Questionnaire,"  which  is  essentially  a  type  of  interviewing." 

Examination  of  activity-analysis  studies  discloses  two  other  methods 

5.  Observing  workers  and  noting  the  particular  duties  they  perform ; 

6.  Analyzing  records  of  activities  performed. 

Each  of  these  activity-analysis  techniques  is  described  somewh; 
more  fully  in  the  following  pages,  and  at  least  one  illustration  is  giv( 
for  each.  An  entire  investigation,  however,  is  seldom  confined  to  oi 
technique.  A  combination  of  two  or  more  of  them  produces  belt 
results. 

1.  Introspection.   Introspection,  as  the  name  signifies,  is  an  activit 
analysis  technique  that  can  be  employed  effectively  only  by  one  who 
already  familiar  with  the  duties  of  the  activity  to  be  analyzed.     If  o. 
who  had  worked  at  the.  machinist's  trade  were  analyzing  the  duties 
a  machinist,  it  would  be  natural  for  him  to  begin  b}'  listing  all  of  t 
specific  duties  he  could  recall.     This  might  be  supplemented  later 
other  technicjues,  but  nevertheless,  it  is  the  initial  technique  for  t 
experienced  worker.     Introspection  was  used  by  Lundin,-"  who  setCj 
to  construct  "a  curriculum  in  horticulture  for  the  high  school."    1 
accepted  the  position  that  the  steps  of  curriculum  construction  ai 
(1)    determination  of  conduct  objectives;  that   is,   the  activities  ! 
which  the  student  is  to  be  trained;   (2)   determination  of  control  i 
jectives,  or  the  abilities  required  for  performance  of  the  duties  enti 
erated  as  conduct  objectives;  (3)  determination  of  learning  activit 


-'"Cardinal   Principles  of   Secondary   Education,"    U.  S.  Bureau   of  Education  Sh/Zi/JJ 
1918,   Xo.   35.    Washington:   Government  Printing  Office,   1918,  p.  9-11.  «■ 

^Rohbitt,  Franklin.     How  to  Make  a  Curriculum.     Hoston:  Houghton  Mifflin  Comp  ^ 
1924,  p.   7-31.   particularly   p.   8-9.  ] 

"'Charter.^,  \V.  W.  Curriculum  Construction.  New  York:  The  Macmillan  ComP' 
1923,  p.   38. 

'^Monroe,  W.  S.,  Hindman,  D.  A.,  and  Lundin,  R.  S.  "Two  Illustrations  of  ' 
riculuni  Construction,"  Universitv  of  Illinois  Bulletin,  Vol.  25,  No.  26,  Bureau  of  E< , 
tional   Research  Bulletin  No.  39.  "Urbana:   University  of  Illinois,   1928,  p.  33-53. 


Ten"  Ye.\rs  of  Educatioxal  Rese.\rch,  1918-1927  123 

.vhich,  if  engaged  in.  will  produce  these  abilities;  (4)  determination  of 
he  requisite  learning  exercises  :  and  {5)  determination  of  the  materials 
it  instruction  that  will  form  an  adequate  basis  for  the  learning  exer- 
;ises  and  learning  activities.  Having  acted  as  a  county  agricultural 
igent  for  six  years,  as  well  as  having  been  a  farmer,  Lundin  was  in  a 
)Osition  to  make  an  analysis  by  introspection  of  the  duties  of  a  horti- 
ulturist.  However,  his  introspection  was  made  on  the  basis  of  care- 
ully  worked-out  principles  and  was  checked  by  interviews  with 
eachers  of  vocational  agriculture,  members  of  the  department  of 
■.orticulture  of  the  University  of  Illinois,  and  students  in  courses  in 
orticulture. 

2.  Working  on  the  job.     A  curriculum-maker  who  is  not  familiar 
iih  the  activity  for  which  a  curriculum  is  being  made  may  deliberate- 
engage  in  the  duties  of  the  job  and  in  this  way  make  an  analysis  of 
.  job  while  gaining  an  acquaintance  with  it.     This  technique,  which 
relatively  rare,  is  well  illustrated  by  the  work  of  C.  A.  Gilkerson. 

upervisor  of  Training  and  Education  of  the  Public  Service  Company 
:'  Northern  Illinois,  in  developing  job  manuals.  Students  working  on 
'■  jobs  to  be  analyzed  gathered  the  material  for  the  manuals.  The 
udent  "not  only  learns  the  work  and  gets  a  very  good  understanding 
•  the  function  of  the  department  but  gathers  material  for  the  manual 
.^ht  off  the  job."-' 

In  a  more  academic  setting,  this  working-on-the-job  technique  was 

nployed  by  Reagan,-*  who  set  out  "to  determine  what  particular  items 

mathematics  are  needed  in  solving  high  school  physics  problems." 

e  solved  all  of  the  problems  requiring  quantitative  treatment  and 

Iding  quantitative  results,  exclusive  of  the  review  list  in  the  Ap- 

ndix.  in  Millikan  and  Gale's  A  First  Course  in  Physics.     The  solu- 

ns  were  analyzed  to  determine  what  knowledge  and  skills  acquired 

the  study  of  arithmetic,  algebra,  and  geometry  are  needed  to  solve 

-  problems.    "Xo  fact,  principle  or  process  treated  in  the  body  of  the 

\t  was  tabulated :"  hence,  all  the  mathematical  knowledge  tabulated 

ay  be  regarded  as  presupposed  equipment  of  the  pupil."     From  this 

alysis,  Reagan  derived  the  outlines  of  a  curriculum  in  mathematics 

r.ch  would  furnish  an  adequate  basis  for  this  particular  physics  text. 

3.  Interz'ie^i'ing.  In  employing  this  technique,  the  investigator 
nterviews"  a  person  on  the  job,  asking  him  to  give  a  list  of  the  duties 
r formed.  After  the  list  has  been  recorded,  it  may  be  returned  to  the 
•rker  for  correction  and  additions.     Usuallv.  several  workers  are  in- 


"Quoted   from   a.   letter  by   Mr.   Gilkerson. 
_^*Reagaii,   G.    W.      "The    Mathematics   Involved   in    Solving   High    School    Phvilc^    Prob- 
."  School  Science  and  yfathetnatics,  25:292-99,  March,   1925. 


124  Bulletin  No.  42 

terviewed,  and  a  composite  list  of  duties  is  obtained.     Charters  am 
Whitley^^  undertook  "to  ascertain  what  duties  are  actually  performe( 
on  the  job  by  secretarial  workers,"  from  which  the  investigators  be 
lieved  could  be  derived  "an  exact  formulation  of  the  fundamental  sub 
jects,  such  as  accounting,  economics,  and  so  on,  upon  which  the  ef 
ficient  performance  of  these  duties  is  based. "^°    The  procedure  for  ob 
taining  the  list  of  duties  was  as  follows :  Trained  workers,  using 
series  of  carefully  prepared  questions,  interviewed  125  secretaries  eir 
ployed  by  leaders  in  the  major  professions  and  types  of  business,  a 
classified  in  the  Federal  Census.     Eight  hundred  seventy-one  dutie 
were   discovered.     After  these  had  been   ascertained,   the   intervie^ 
technique  was  supplemented  by  a  questionnaire  in  which  the  871  dutit 
were  submitted  to  secretaries  and  stenographers  for  checking.     Th 
relative  frequency  of  the  871  duties  was  ascertained  from  a  tabulatio 
of  715  checked  duty  lists.    Relative  frequency  of  duties  was  determine 
not  only  for  the  total  group  of  715  secretaries  and  stenographers,  bi 
also  for  each  of  fifteen  groups  into  which  the  715  were  divided  accon 
ing  to  the  profession  or  business  of  the  employers. 

4.  Questionnaire.  Use  of  the  questionnaire  Is  essentialh^  a  tyj 
of  interviewing  in  which  the  range  of  the  investigation  is  extendf 
greatly  without  increased  expenditure  of  energ}'.'^  If  the  questionnai; 
asks  for  an  enumeration  of  duties,  it  differs  from  the  interview  on 
in  that  the  inquiry  is  conducted  at  long  range  and  without  the  adva; 
tages  of  personal  contact  of  interviewer  and  worker.  If  the  questio 
naire  lists  duties  to  be  checked,  it  takes  on  more  of  the  characteristi 
of  introspection  conditioned  by  interviewing. 

Fuller^^  undertook  "to  determine  what  problems  and  process 
would  be  involved  in  a  manual  arts  course,  based  upon  work  whii 
is  done  or  may  be  done  around  the  home  by  a  handy  man  with  a  cor 
mon  carpenter's  or  painter's  tools."  He  developed  a  questionnai 
from  data  obtained  by  means  of  fifty  interviews  and  the  inspection 
twelve  houses. ^^  This  questionnaire,  containing  a  list  of  328  jobs,  w 
answered  by  430  high-school  and  college  students  who  were  assist- 
by  their  parents  or  landladies.  The  student  underscored  each  job  th 
was  in  need  of  being  done  around  the  house  in  which  he  lived,  or  coi: 


^Ch.irters,  W.  W.  and  Whitley,  I.  B.  "Summary  of  Report  on  Analysis  of  S« 
tarial  Duties  and  Traits,"  Service  Bulletin,  No.  1.  New  York:  National  Junior  Person 
Service.   Inc.,   1924.     62  p. 

"/birf.,   p.    11. 

"For  a  discussion  of  the  limitations  of  the  questionnaire  as  a  job-analysis  technie; 
see : 

Charters,  W.  W.  Curriculum  Construction.  New  York:  The  Macmillan  Compi' 
1923,  p.   133-34. 

"Fuller,    L.    R.      "Manual   Arts   Based   on    Home    Rcpaii;,"   Journal  of  Educational 
search,  3  :  173-79,  March,  1921. 

"The  techniques  for  developing  questionnaires  which  embody  an  analysis  of  job*  ^ 
identical   with  the   techniques  of  activity-analysis   which  are  described   in   this  section. 


II 


Ten  Years  of  Educational  Research,  1918-1927  125 

be  recalled  as  having  been  done  in  that  or  any  other  house  with  which 
the  student,  his  parents,  or  landlady  had  been  acquainted.  Jobs  not  on 
the  list  were  to  be  added  from  a  summary  of  the  information  obtained, 
the  tool  processes  involved  were  "drawn  off,"  and  the  frequency  of 
their  use  in  home  repair  and  construction  was  ascertained.  These  data 
were  used  as  a  basis  for  evaluating  the  common  manual-arts  course. 
This  analysis  could  also  be  made  one  basis  for  revising  an  established 
:ourse,  or  for  constructing  a  new  one. 

5.  Observing  workers.  In  lieu  of  either  interviewing  or  working 
m  the  job,  the  investigator  may  simply  observe  the  workers  and  note 
the  duties  they  perform.  This  is  illustrated  in  the  study  by  Strong,^* 
»vho  undertook  to  analyze  the  job  of  the  manager  in  industry.  Al- 
though several  techniques  were  employed,  one  of  the  most  prominent 
appears  to  have  been  the  observation  of  executives  at  work : 

Our  job  analyses  contained  six  parts.     First  we  listed  the  duties  of  the 

sition — what  the  executive  did.     Second,  we  noted  the  essential  qualifications. 

.  Third,  we  added  the  qualifications  not  essential  but  of  value.     Here  were 

tcorded  such  groups  of  information  as  the  executive  himself  pointed  out  he 

^ught  to  possess  to  handle  his  job  better  or  such  as  appeared  to  the  investigator 

'o  be  of  value  to  the  executive.  .  .  .    Fourth,  the  route  to  the  job  the  official  had 

limself  pursued.     Fifth,  the  probable  line  of  promotion  upwards.  .  .  .   Sixth, 

ommendations  and  notes  of  any  sort.^^ 

6.  Analyzing  records  of  activities.    Wherever  records  of  activities 
rformed  are  available,  they  may  be  analyzed  for  the  purpose  of  ob- 

aining  a  list  of  specific  duties.     Charters^®  wished  to  discover  what 

ithinetical  operations  were  of  importance  for  salespeople.     He  at- 

icked  the  problem  by  selecting  at  random  7,337  charge  checks  (rec- 

rds  of  purchase  transactions  in  which  the  goods  are  charged  to  cus- 

•mers'  accounts)  and  analyzing  them  for  the  addition  and  multiplica- 

in  combinations   involved.      In   determining  the   subtraction   opera- 

'Hs,  he  examined  4,304  cash  checks.     The  division  operations  were 

termined   from  7,337  charge  checks  supplemented  by  2,458  sales 

hecks. 

This  study  by  Charters,  however,  is  hardly  typical  of  the  record- 
lalysis  technique,  for  printed  records  have  probably  been  used  more 
ten  than  such  records  as  sales  slips.  Most  analyses  of  printed  rec- 
rcis  have  been  made  from  one  of  two  points  of  view — either  to  ascer- 
in  the  "activities  of  inan's  life,"  or  to  determine  the  activities  in  which 
aders  engage.     Several  studies  have  been  reported  recently  in  which 

"Strong,  E.  K.,  Tr.  "Job  Analysis  of  the  Manager  of  Industry,"  School  and  Society, 
436-62,  April   16,   1921. 

"/birf.,  p.  458. 

The  observation-of-\vorkers  technique  is  made  somewhat  more  explicit  in  the  descrip- 
"1  of  this  investigation  given   by  Charters  in   Curricuhim  Construction,  p.   202-97. 

"Charters,  W.  W.  Curriculum  Construction.  New  York:  The  Macmillan  Company, 
-'3,  p.  231-36. 


126  Bulletin  Xo.  42 

elaborate  analyses  of  records  have  been  made  from  the  former  poinl 

of  view.   For  example,  the  Reader's  Guide  to  Periodical  Literature  for 

the  three-year  period  of  1919-21  was  analyzed,^'  the  purpose  being  "'tr. 

use  the  eleven  thousand  specific  topics  appearing  in  the  Index  in  ordei 

to  discover  the  major  activities  of  man's  life  and,  in  some  degree,  tht 

subordinate  fields  into  which  the  major  fields  naturally  divide  them 

selves."^*     The  major  assumption  involved  in  making  this  analysis  i: 

stated  as  follows : 

In  magazines,  bulletins,  and  proceedings  of  organizations,  there  is  an  end 
less  flood  of  printed  materials  which  constitute  a  continuous  mirror  of  th 
world's  action  and  of  the  things  and  relations  with  which  that  action  deals.  Th 
Reader's  Guide  to  Periodical  Literature  provides,  among  other  things,  a  subjec 
classification  of  the  matters  treated  in  somewhat  more  than  one  hundred  of  th 
more  serious  of  these  publications.  This  composite  index  therefore  ought  t 
show  with  considerable  accurac}'  what  man  is  thinking  about,  what  he  is  dealin 
with,  and  what  activities  he  is  performing.^' 

A  card  was  made  for  each  of  the  eleven  thousand  topics  appear 
ing  in  the  Index,  and  the  number  of  articles  bearing  on  each  topi 
noted.  The  cards  were  then  sorted  into  piles,  "one  pile  for  each  ger 
eral  field  of  human  action  or  interest  that  seemed  to  be  indicated  < 
called  for  by  the  cards  themselves."  This  was  done  several  times  ur 
til  a  seemingly  satisfactory  grouping  was  achieved.  The  result  was 
list  of  46  topics  with  a  range  of  from  9,920  articles  on  the  topic  i 
government  down  to  89  for  mathematics.  The  total  frequency  for  tl 
46  topics  was  63,148.  Each  of  the  topics  was  also  further  divided  ini 
sub-topics ;  for  instance,  of  the  9,920  articles  on  government.  3.61 
pertained  to  "military  and  naval  affairs  and  war." 

The  general  conclusion  as  to  the  results  of  the  study  were  state 

as  follows : 

The  foregoing  tables"  go  a  long  way  toward  showing  the  things  whi 
function  in  human  life  today.  The\'  do  not  show  what  functioned  long  at 
They  cannot,  therefore,  be  used  to  justify  survivals  from  ancient  days.  Th 
do  not  show,  nor  do  the}'  attempt  to  show,  what  educationists,  whether  ol 
fashioned  or  new-fashioned,  think  the  world  should  be  concerned  with.  Th 
show  what  it  is  concerned  with." 

Two  of  the  better-known  analyses  of  printed  records  made  for  t 

purpose   of   determining  the   activities   in   which   readers   engage  a 

Washburne's  investigation  of  the  basic  facts  needed  from  history  ai 

geography,^-  and  the  study  of  biology  in  the  public  press  by  Finley  ai 


''I'obbitt,    Frankim,    ct    ol.      "Curriculum     Investigations,"    SuCflcvuiiliny    Ediicatio 
Monographs.   Xo.   31.     Chicago:   University  of  Chicago,    1926,  p.   7-22. 
"/fr.d.,  p.  8. 
"/bid.,  p.  7. 

"Tables  given  in  I!obbitt"s  monograph.  '  , 

*^Ibid.,  p.   20.  .     ' 

^^Wasliburne,    C.   W.      "Basic    Facts    Needed   in    History   and   Geography;    A   Statist 

Investigation,"    Twoxty-Second    Yearbook   of   ihc   Xntional   Society   for  the   Study   of  Edn 

lion,    Part    H.      Bloomington,    Illinois:     Public    School    Publishing   Company,    1923.   p.    216; 


Ten  Years  of  Educational  Research^  1918-1927  127 

Caldwell.*^  The  analytical  procedures  of  the  two  studies  differ  in  cer- 
tain details,  but  the  general  plan  may  be  illustrated  by  a  description 
)f  the  latter.  Finley  and  Caldwell  undertook  to  determine  the  char- 
acter and  the  extent  of  biological  material  appearing  in  the  public 
>ress.  "Representative  daily  newspapers  were  collected,  seventeen  full 
months'  issues  in  all.  Four  hundred  and  ninety-two  diliferent  papers 
were  collected,  these  having  an  estimated  total  of  thirteen  thousand 
<.dven  hundred  ninety-six  pages.  From  these  pages,  a  total  of  three 
thousand  sixty-one  biological  articles  were  secured."**  These  articles 
were  classified  under  eight  main  topics,  of  which  four  included  more 
than  90  per  cent  of  the  articles.  The  investigators  were  of  the  opin- 
ion that  biological  instruction  should  train  pupils  to  read  such  articles 
intelligently. 

B.  Determination  of  consensus  of  opinion.  Curriculum  construc- 
tion on  the  basis  of  consensus  of  opinion  is  of  long  standing,  but  the 
■systematic  procedures  now  vised  for  securing  expressions  of  opinions 
ire  of  comparatively  recent  origin.  The  following  three  studies  by 
P)0bbitt,  Nietz,  and  Rugg  illustrate  difir'erent  techniques  employed  in 
he  consensus-of -opinion  approach  to  curriculum  problems. 

Over  a  period  of  twelve  years,  several  hundred  objectives  were 
ollected  by  Bobbitt*^  from  some  fifteen  hundred  members  of  graduate 
lasses  in  "The  Curriculum."  The  tentative  list  was  submitted  to 
citizens,  school  officials,  and  teachers  of  Los  Angeles."  The  critical 
examination  made  by  some  twelve  hundred  high-school  teachers  formed 
he  chief  basis  of  revision.  The  list  finally  accepted  represented  a 
onsensus  of  their  opinions.  The  method  just  sketched  is  a  perfectly 
straightforward  way  of  securing  a  consensus  of  opinion.  More  re- 
cently, Bobbitt  has  directed  certain  investigations*"  which  have  gone 
-^omewhat  indirectly  about  the  task.  In  one  of  these  studies,*'  Nietz 
ttempted  to  determine  a  consensus  of  the  opinions  of  leaders  of  cur- 
ent  thought  in  regard  to  the  duties  and  traits  of  a  good  citizen — this 
leing  conceived  as  a  first  step  in  the  formulation  of  the  citizenship 
urriculum.  He  combined  two  techniques  :  analysis  of  writings  (news- 
'aper  editorials  and  special  magazine  articles  on  citizenship)  and  the 
nterview.     The  result  was  a  list  of   1,243  civic  traits  and  activities 


"Finley,  C.  W.  and  Caldwell,  O.  \V.  Bioloqy  in  the  Public  Press.  New  York:  The 
incoln  School   of  Teachers  College.   Columbia  University,    1923.      151   p. 

**Ibid..  p.   142. 

^'Hobbitt,  Franklin.  "Curriculum-Making  in  Los  Angeles,"  Supplementary  Educational 
'onographs,  No.   20.     Chicago:  University  of  Chicago,   1922.      106  p.      (Out  of  print.) 

Sec  pIso  : 

Bobbitt,  Franklin.  How  to  Make  a  Curriculum.  Boston:  Houghton  Mifflin  Company, 
>24.     292  p. 

"Bobbitt,  Franklin,  et  al.  "Curriculum  Investigations,"  Supplementary  Educational 
onographs,   No.   31.      Chicago:   University  of  Chicago,    1926.      204   p. 

"Ibid.,  p.  54-68. 


128  Bulletin  No.  42 

classified  under  12  main  divisions  and  39  subdivisions.  The  list  o 
traits  and  activities  is  very  similar  to  the  sort  of  list  that  would  h 
obtained  by  activity  analysis,  but  in  reality  it  is  a  compilation  of  wha 
recognized  leaders  think  should  be  the  traits  and  activities  rather  thai 
the  actual  traits  and  activities.  Of  course,  if  it  were  possible  to  secur 
lists  in  both  ways,  as  it  is  in  some  instances,  the  two  would  supplemen 
and  reinforce  each  other. 

In  an  attempt  to  discover  the  insistent  problems  and  issues  o 
modern  social  life,  Rugg  has  employed  the  consensus-of-opinion  techn: 
que  in  much  the  same  form  as  that  just  reported.*^  He  decided  th; 
no  group  of  people  was  so  "well  equipped  to  state  the  issues"  as  th 
group  of  writers  and  publicists  he  calls  "frontier  thinkers,"  such  i 
Boyce,  Frances  Kellor,  Gibbons,  and  Commons.  In  order  to  secui 
the  consensus  of  their  opinions  as  to  the  insistent  problems  and  issue 
he  canvassed  books  written  by  several  scores  of  such  frontier  thinker 
This  method  was  thought  to  be  superior  to  the  use  of  question  blanl 
which  such  authorities  might  have  been  asked  to  fill  out.  Howeve 
the  books  were  selected  on  the  basis  of  their  quality,  as  judged  by  r 
viewers  and  specialists,  rather  than  because  they  were  written  by  fro: 
tier  thinkers. 

C.  Determination  of  consensus  of  school  practice.  One  of  tl 
earliest  analyses  of  curriculum  practices  was  Holmes'^^  study  of  tir 
allotment  and  grade  placement  of  subjects.  Since  then  numero 
studies  have  been  made,  some  investigators  attempting  to  ascerta 
current  practice,  others  making  historical  studies.  Of  the  many  studi 
which  have  attempted  an  analysis  of  school  practice,  three  publish 
by  the  University  of  Chicago  are  outstanding:  the  investigations 
Stout,^°  Glass, "^^  and  Counts.^^  Stout's  purpose  was  "to  trace  the  c 
velopment  of  high-school  curricula  in  the  North  Central  states  frc 


n 

i 


^'For  a   description   of   Rugg's  procedure,  sec: 

Rugg,  H.  O.  "Problems  of  Contemporary  Life  as  the  basis  for  Curriculum-Making 
the  Social  Studies,"  Twcvty-Sccond  Ycorhook  of  the  National  Society  for  the  Study  of  E 
cation.  Part  II.  Bloomington,  Illinois:  Public  School  Publishing  Company,  1923,  p.  260 
Also, 

Hockett,  J.  A.  "A  Determination  of  the  Major  Social  Problems  of  American  Li 
Teachers  College,  Columbia  Uuiz'crsity  Contributions  to  Education,  No.  281.  New  Yc 
Bureau   of   Publications,   Columbia   LTniversity,    1927.      101    p. 

This  technique  was  used  in  a  somewhat  more  elementary  form  by  Horn  several  y<  ■ 
earlier,  but   Rugg's  more  recent   work  has   brought  it   into  prominence.      See:  '. 

Horn,  Ernest.  "Possible  Defects  in  the  Present  Content  of  American  History  J 
Taught  in  the  Schools,"  Sixteenth  Yearbook  of  the  National  Society  for  the  Study  of  If 
cation,    Part   I.      Bloomington,   Illinois:     Public    School   Publishing   Company,    1917,   p.    156  v 

*^See  p.   121.  ,  ' 

''"Stout,  J.  E.  "The  Developinent  of  High-School  Curricula  in  the  North  Central  St  s 
from  1860  to  1918,"  Supf^lementarv  Educational  Monographs,  No.  15.  Chicago:  Univer  ' 
of  Chicago,   1921.     322  p.  '  j, 

*H;iass,  J.  M.  "Curriculum  Practices  in  the  Junior  High  Schools  and  Grades  5  and' 
Supplementary  Educational  Monographs,  No.  25.     Chicago:  University  of  Chicago,  1924.  \ii- 

''-Counts,  G.  S.  "The  Senior  High  School  Curriculum,"  Supplementary  Educate  f 
Monographs,   No.   29.     Chicago:   University  of  Chicago,   1926.      160   p. 


Ten  Years  of  Educational  Research,  1918-1927  129 

.860  to  1900."  Although  he  cited  a  few  authorities,  his  "tabulations 
ind  discussions  [were]  for  the  most  part  based  upon  data  secured 
rem  original  sources,  .  .  .  chiefly  pubHshed  courses  of  study  and  text- 
)Ooks."  The  courses  of  study  selected  were  in  Stout's  judgment  fairly 
epresentative  of  the  schools  of  the  region  during  the  period  studied. 
Textbooks  were  "selected  on  the  basis  of  their  general  use  as  shown  by 
ists  displayed  in  pubUshed  courses  of  study."^^ 

\.fter  these  sources  were  determined,  the  titles  of  curricula  and 
lames  of  subjects  appearing  in  the  courses  of  study  were  tabulated, 
"his  procedure  was  supplemented  by  careful  inspection  and  compari- 
on  of  the  content  of  textbooks,  but  there  was  no  attempt  to  employ 
tatistical  methods. 

Glass  and  Counts  studied  existing  curriculum  practices  rather 
lan  trends  of  previous  practices  over  a  period  in  which  trends  could 
e  identified.  Much  the  same  technique  was  employed  by  both  Glass 
nd  Counts.  A  few  cities  (fourteen  and  fifteen,  respectively)  were 
elected  for  intensive  study.  Where  possible,  Counts  limited  his  study 
)  one  high  school  in  each  city.  Most  of  the  data  were  secured  by 
leans  of  carefully  prepared  questionnaires.  Counts  followed  up  the 
uestionnaires  by  interviews  and  by  classroom  observation.  The  cur- 
cula  and  subject  offerings  were  ascertained,  grade  placement  and 
me  allotment  determined,  and  finally,  the  time  emphasis  on  topics  or 
■aching  units  of  subjects  was  also  ascertained.  Glass  carried  this  last 
irt  of  the  analysis  farther  than  did  Counts. 

D.  Textbook  analysis.  Textbook  analysis  is  one  of  the  older 
)bjective"  approaches  to  curriculum  problems.  It  was  used  by  Bagley 
id  Rugg  in  1916.^*  A  bibliography  of  textbook-analysis  studies,  pub- 
ihed  in  1921,^^  includes  31  titles  of  articles  and  theses,  all  but  one  of 
hich  appeared  during  the  years  1916-20.  The  analysis  of  textbooks 
IS  varied  from  identifying  the  major  topics  treated  and  counting  the 
imber  of  pages  devoted  to  each,  to  classifying  the  content  under  an 
aborate  scheme  designed  for  the  purpose. 

Monroe  and  Clark^^  recently  undertook  "to  determine  the  nature 
id  extent  of  the  learning  exercises  provided  by  texts  in  arithmetic." 
heir  examination  of  problems  provided  in  arithmetic  texts  revealed 
'3  problem  types.    These  were  used  as  a  basis  for  analyzing  the  sec- 


"Stout,  op.  cit.,  Preface. 

^See  p.   120. 

^^Doherty,  Margaret.  "The  Selection  ot  Textbooks,"  Journal  of  Educational  Research, 
68-70,  January,    1921. 

'"Monroe,  W.  S.  and  Clark,  J.  A.  "The  Teacher's  Responsibility  for  Devising  Learn- 
Exercises  in  Arithmetic,"  University  of  Illinois  Bulletin,  Vol.  23,  No.  41,  Bureau  of 
ucational  Research  Bulletin  No.  31.     Urbana:  University  of  Illinois,   1926.     92  p. 


130 


Bulletin  No.  42 


ond  and  third  books  of  ten  three-book  series  of  arithmetics.  WilliamsSl 
undertook  to  discover  the  amount  of  mathematical  knowledge  needel 
to  handle  freshman  chemistry,  using  a  particular  text.  Seven  stani 
dards  or  principles  were  set  up  as  guides  to  the  study.  A  careful  ej 
amination  was  made  of  the  expository  portion  of  the  text  "to  deteij 
mine  what  words  or  expressions  were  used  which  were  distinctlll 
mathematical  or  which  implied  mathematics.  All  others  were  omittec 
These  were  then  classified  and  their  frequency  determined. "^^ 

E.  Determination  of  pupil  reactions.  Pupil  interests,  pupil  need(| 
and  closely  related  factors  have  been  more  or  less  prominent  in  educij 
tional  thinking  during  the  past  decade,  and  their  influence  is  apparerj 
in  certain  curriculum  studies.  The  first  of  the  following  investigatiorl 
is  an  attempt  to  ascertain  the  appropriateness  of  materials  of  instruij 
tion  on  the  basis  of  pupil  interest ;  the  second  is  an  attempt  to  asce| 
tain  appropriateness  on  the  basis  of  the  ability  of  pupils  to  learn  ce 
tain  content ;  the  third  is  an  attempt  to  develop  a  curriculum  direct] 
from  the  normal  activities  and  interests  of  children. 

Washburne^®  attacked  the  problem  of  grade-placement  of  readinj 
materials  by  ascertaining  the  reactions  of  children  to  books.  Over  orl 
hundred  thousand  ballots  were  cast,  by  means  of  which  approximate 
thirty-six  thousand  children  indicated  whether  they  liked  or  dislikf] 
books  that  they  read.  The  validity  of  the  ballot-records  and  the  co:1 
sistency  of  the  pupils  in  voting  were  checked  and  found  to  be  satisfa] 
tory.  A  list  of  seven  hundred  titles  was  compiled,  with  the  followii 
facts  recorded  for  each  :  the  number  of  boys  and  of  girls  who  had  re^| 


and  reported  on  the  book,  the  per  cent  liking  it,  its  interest  value,  tl 
median  age  of  the  boys  and  of  the  girls  who  reported,  the  medii) 
reading  grade  of  the  pupils  who  liked  it,  the  school  grade  of  those  wl 
liked  it,  the  number  of  cities  from  which  data  were  secured,  and. : 
index  of  popularity.    The  books  were  also  classified  according  to  agi| 
as  well  as  school  grades. '''° 


"Williams,  L.  \\'.  "The  ^fathematics  Needed  in  Frc^llman  Chemistry,"  Sck\ 
Science  and  Malhematics,  21:65-f-65,  October,    1921. 

Summariccd  in  : 

Charters,  W.  W.  Currictiliim  Coiisinictioii.  Xew  York:  The  Macmillan  Compail 
1923,   p.   238-41. 

■'"Williams,  o/".   cit.,  n.  654. 

'^'Washburne,    C.    W.      "A    Grade-Placement    Curricnlnm     Investieration,"    Journal 
Educational    Research,    13:284-92,    .^pril,    1926. 

Washburne,    C.    W.    and    Vogel,     Mabel.      "Books    Children     Like,"    Journal    of 
Xaiional  Edttcation  Association,   15:27-28,  January,    1926. 

™In  continuinR  this  investigation,  those  books  which  have  the  greate.st  interest  vaJ 
and  have  a  well  defined  grade-placement  are  being  an.ilyzed  to  determine  their  characlj 
istics:  appearance,  form,  and  content.  A  refined  book-analysis  technique  is  involved  whicb| 
not   described  in   detail   by   Washburne. 


Ten  Years  of  Educational  Research^  1918-1927  131 

Webb''^  made  a  study  of  the  adaptability  of  general  science  ma- 
erials  to  pupils  of  the  fifth,  sixth,  seventh,  and  eighth  grades.  After 
naking  an  analysis  of  the  content  of  eighteen  general-science  text- 
)Ooks,  twenty-five  important  and  characteristic  topics  were  selected 
rem  each  of  the  five  principal  sciences  represented  in  these  books : 
)hysics.  physiography,  biology,  physiology-hygiene,  and  chemistry.  For 
■ach  topic,  tests  were  designed  to  measure  the  knowledge  of  the  topic 
Iready  possessed  by  the  pupils,  the  ability  of  pupils  to  understand  a 
imple  presentation  of  the  topic,  and  their  ability  to  apply  the  principles 
if  the  topic  to  another  problem  such  as  might  be  propounded  by  the 
leacher  in  ordinary  class  discussion.  In  this  way,  Webb  arrived  at 
onclusions  relative  to  the  adaptability  of  the  various  science  materials 
or  the  different  school  levels.  For  example,  he  decided  that  astron- 
imy,  botany,  chemistry,  and  zoology  are  not  suitable  for  instruction 
.lelow  the  sixth  grade,  and  that  chemistry  is  of  doubtful  value  in  any 
■i  the  elementary-school  grades. 

Meriam*'-  developed  a  curriculum  from  the  "out-of-school  interests 

:id  activities  of  children."    At  first  the  school  work  was  verv  informal, 

,nd  although  an  organization  of  a  sort  did  develop,  it  alwaA's  remained 

cry  flexible  and  was  never  "allowed  to  crystallize  in  a  fixed  organiza- 

on.'"*^^     The  unique  characteristics  of  JMeriam's  approach  were:  de- 

olopment  of  materials  and  activities  directly  from  the  pupil's  out-of- 

hool  interests  and  activities,  and  organization  determined  on  the  basis 

f  pupil  reactions.     This  experiment  is  a  whole-hearted  application  of 

pupil-reaction  approach  to  the  problems  of  the  curriculum  compared 

)   which    the   Washburne   and   Webb   studies   are   onlv    fragmentary. 

luch  the  same  procedure  was  followed  by  Collings  in  his  experimental 

ural  school.'"'"' 

F.  Miscellaneous.  Two  studies  are  summarized  under  the  caption 
Miscellaneous"  because  they  cannot  be  said  to  typify  approaches  that 
,ave  been  made  by  any  considerable  number  of  investigators.  Harap'"""' 
pproaches  the  curriculum  through  an  analysis  f)f  current  American 


«'Welil).   H.   .\.      "(;eneral   Science   ]nsl  ruction   in  the  Crades,"   George  Peabody   Collcac 
Jcaclicrs    C  oiitnbiUions    to    Education,    Xo.    4.      Nashville,    Tennessee:     George    Peabodv 
lege  for  Teachers,   1921,  j).   41-105. 
Snmmnriccd   in: 

Curtis.   F.   n.     Invrsti(jntions  in   the   T cm-hind  of  Science.      Philadelphia:    P.   Blakiston's 
n  and  Company,    1926,   p.    187-97. 

«-"Meriam.    J.    L.      Child    Life    and    I  he    Cunicuhnn.       Vonkers-on-Hudson,    New    York- 
rid  liook  Company,   1920.     538  p. 
'^Ihid.,   p.    14. 

"Collinirs,    Ellsworth.      An    Experiment   with    a    Project    Curriculum.      New    York-    The 
cmillan  Company.   192,1.     346  p. 

"■^Harap,    Henry.      The   Education   of    the   Consumer.      New    York:    The   Macmillan   Com- 
'ly,   1924.      360  p. 


132 


Bulletin  No.  42 


I 


economic  life.     He  enumerates  "five  factors  which  condition  the  cur- 
riculum" :  .- 

1.  The  fundamental  elements  of  efifective  social  life 

2.  The  nature  of  the  learner 

3.  The  laws  of  learning 

4.  The  nature  of  the  teacher 

5.  The  attitude,  resources,  and  limitations  of  the  community 

He  conceives  that  determination  of  the  first  set  of  factors  is  thdj 

task  of  specialists  who  detennine  curriculum  objectives  and  furnisbl 

the  sociological  basis  of  school  activities;  that  is,  educational  sociolo-J 

gists.    Determination  of  the  second  and  third  factors  is  the  task  of  thdl 

psychologists.     The  fourth  and  fifth  are  allotted  to  the  school  admini-i 

strators.     In  relation  to  this  five-fold  cooperative  task,  Harap  though'; 

of  his  investigation  as  an  attack  upon  the  first  phase: 

It  is  the  purpose  of  this  study  to  discover  the  objectives  of  education  fo.( 
American  economic  life  with  special  reference  to  the  consumption  of  food] 
shelter,  fuel,  and  clothing.  The  conclusions  of  this  inquiry  will  be  termec' 
educational  objectives  because  they  are  the  habits,  skills,  knowledge,  or  attitudei! 
which  should  be  achieved  by  educational  activity."" 

The  procedure  is  in  general  as  follows :    first,  to  ascertain  "thfj 

present  economic  habits  of  the  people  of  our  nation" ;  second,  to  "comif 

pare  these  habits  with  standards  of  good  living  which  have  scientifiij 

support";  and  third,  to  discover  by  means  of  the  foregoing  proceduriij 

the  habits  that  "are  utterly  bad  and  should  be  discontinued,"  those  thaj 

"are  poor  and  should  be  improved,"  and  those  "good  habits  thus  fai 

neglected  which  should  be  developed."    The  method  used  to  ascertains 

"present  economic  habits"  was  to  examine  "quantitative  data  describii 

ing  actual  life  conditions."    Evidence  was  gathered  from  such  source,^ 

as  the  Census  Reports,  United  States  Bureau  of  Labor  Statistics,  ami 

reports  of  independent  studies.    "Standards  of  good  living"  were  obi 

tained   from  several   sources.    Nutritive   standards  were  taken   fror 

those  worked  out  by  the  United  States  Department  of  Agriculture  am  |^ 

budgetary  standards    from   the   work  of   economists   such   as   W.  Il^ 

Ogburn.    The  standards  and  the  original  data  on  habits  were  selectei 

with  a  view  to  making  comparison  possible.    In  order  to  accomplis.] 

this,  they  frequently  had  to  be  revamped.    Once  the  comparison  waj 

made,  the  objectives  were  fairly  obvious.    However,  the  objectives  ot,'^ 

tained  were  stated  almost  wholly  in  terms  of  conduct  rather  than  ii; 

terms  of  "habits,  skills,  knowledge,"  and  "attitudes."    Except  for  "t. 

know"  objectives,  the  following  relative  to  the  selection  of  food  ar, 

representative:    "To  consume  more  vegetables  and  fruit  by  weight,] 


*°Harap,   o('.  cit.,   p.   4. 


Ten  Years  of  Educational  Research,  1918-1927  133 

To  spend  less  money  for  meat,"  "To  eat  more  potatoes,"  "To  select 
ood  with  an  eye  to  its  dietary  functions. "^^  Harap  called  attention 
o  the  fact  that  the  statements  were  "objectives  and  not  school  ac- 
ivities.  In  some  cases  the  school  activities  are  easily  recognizable  and 
iften  even  coincide  with  the  objectives.  In  other  cases  the  school  ac- 
ivities  are  only  remotely  suggested  by  the  objectives. ""^^ 

Bruner   and   Stratemeyer^^   have   begun   an   investigation   to   de- 
ermine  the  "actual  status"  of  present  curriculum  practices  through  an 
xamination  of  courses  of  study.   The  first  report  made  of  their  study 
eals  almost  exclusively  with  the  technique  employed  in  rating  eight 
lundred  to  a  thousand  courses  of  study  in  each  of  the  subject-matter 
elds  of  the  elementary  school.    One  hundred  twenty-one  judges  rated 
he  courses  of  study,  using  criteria  for  evaluating  them  which  had  been 
eveloped  from  an  examination  of  a  large  number  of  courses  of  study, 
'hese  criteria  were   formulated  as  rating  scales,  the  scales  differing 
inewhat  for  each  of  the  various  types  of  courses  of  study.   The  chief 
ntributions  of  the  study  thus  far  are :  criteria  for  evaluating  courses 
t  study,  a  list  of  courses  of  study  which  most  nearly  conform  to  the 
best  points  of  the  criteria,"  and  a  few  tentative  statements  of  major 
■ends  in  elementary  education. 

Extent  of  curriculum  research  during  the  past  ten  years.  It  is  im- 
ossible  to  make  definite  statements   regarding  the   amount   of   cur- 
culum  research  conducted  during  the  past  decade  or  of  the  relative 
rominence  of   the   curriculum   as   compared   with   other   educational 
roblems.   However,  a  few  facts  may  be  cited  as  evidence  of  the  wide- 
read  interest  that  has  prevailed  and  of  the  vast  amount  of  research 
lat  has  been  carried  on.    In  the  first  place,  an  enumeration  of  promi- 
?nt  educators  whose  names  are  closely  linked  with  curriculum  re- 
arch  is  a  good  indication  of  the  importance  that  has  been  attached  to 
e   problems    involved;    such    names    as    Bobbitt,    Bonser,    Charters, 
ounts,  Horn,  McMurry,  Meriam,  Rugg,  Stout,  and  Uhl  come  to  mind 
once.   Some  indication  of  the  large  number  of  articles,  monographs, 
)oks,  and  so  forth  published  during  this  period  was  given  at  the  first 
this  chapter.    A  somewhat  more  precise  idea  may  be  had  from  an 
spection  of  the  extensive  list  of  reports  of  educational  research  dur- 
g  the  past  ten  years  which  appears  in  Part  II  of  this  bulletin.     Of 

^'Harap,  op.  cit.,  p.  288. 

^^Ibid.,   p.   2S7. 

^Stratemeyer,  F.  B.  and  Bruner,  H.  B.  "Rating  Elementary  School  Courses  of 
Jdy,"  Studies  of  the  Bureau  of  Curriculum  Research  of  Teachers  College,  Columbia  Uni- 
'sity  Bulletin,  No.  1.  New  York:  Bureau  of'  Publications,  Teachers  College,  Columbia 
uversity.   1926.      193  p. 


134  Bulletin  No.  42 

the  3,714  titles,  230  have  been  classified  by  the  compilers  as  curriculur 
studies.  This  number  may  be  compared  with  233  for  intelligence  test 
ing  and  71  for  ability  grouping.  Both  volumes  of  the  Twenty-Sixt 
Yearbook  of  the  National  Society  for  the  Study  of  Education'^  wer 
devoted  to  "an  inventory  and  appraisal  of  curriculum-making  in  Amei 
ican  schools — past  and  present."  These  are  undoubtedly  epoch-mal 
ing  volumes  in  the  long  series  of  yearbooks  of  this  Society.  All  excej 
the  first  of  the  six  yearbooks  of  the  Department  of  Superintendence 
of  the  National  Education  Association  have  been  devoted  to  either  th 
elementary  or  secondary-school  curriculum.''^  Perhaps  the  most  irr 
portant  influence  of  the  Commission  on  the  Curriculum  of  the  Depar 
ment  of  Superintendence  which  has  made  its  reports  through  thej 
yearbooks  has  been  the  stimulation  of  "teachers,  principals,  supei 
visors,  superintendents  of  schools,  and  college  specialists"  to  work  c 
problems  of  the  curriculum.  They  inaugurated  a  "Cooperative  Pla 
of  Curriculum  Revision  in  which  three  hundred  school  systems  an 
colleges  and  universities"  participated.  No  doubt  many  persons  woul 
hesitate  to  classify  as  research  all  work  done  in  this  and  related  ui 
dertakings  ;  but  needless  to  say,  it  is  indicative  of  widespread  intere 
and  extended  activity.  Three  issues,  one  of  them  a  combinatic 
of  two  numbers,  of  the  Research  Bulletin  of  the  National  Educatic 
Association'-  have  been  devoted  to  summarizing  and  chronicling  tit 
work  being  done  on  the  curriculum  throughout  the  nation.  In  the  set 
ond  of  these  two  issues  there  was  given  a  list  of  889  courses  of  stuc 
published  between  January   1,   1923,   and   November,   1925.    One  h: 


tr 


'"KiiKK,  n.  O.,  (■/  al.  "The  Foundations  and  Techniiiue  of  Curriculum-Making 
Twenty-Sixth  Yearbook  of  the  National  Society  for  the  Study  of  Education,  Parts  I,  '. 
]51oominKton,   Illinois:   Public   School    Publishing   Company,    1926.     47S   p.,   236   p. 

'^Jones,  R.  G.,  ct  nl.  "The  Elementary  .School  Curriculum,"  Second  yearbook  of  t 
Department  of  Siiferiiitciidcncc.  Washington:  Department  of  Superintendence  of  the  T 
tional   Education   Association,    1924.      296   p. 

Hroome,  E.  C,  ct  al.  "Research  in  Constructing  the  Elementary  School  Curriculun: 
Third  Yearbook  of  the  Dcpnrti.ienf  of  Supenittcudencc.  Washington:  Department  of  Supi 
intendence  of  the  National   Education   .\ssociation,    1925.     40S   p. 

i?roome,  E.  C,  ct  al.  "The  Nation  at  Work  on  the  Public  School  Curriculun 
Fourth  Yearbook  of  the  Dctartment  of  Superintendence.  Washington:  Department  of  Sup 
intendence  of  the  National   Education   .Association,    1926.      .S20  p. 

liroome,  E.  C,  et  al.  "The  Junior  High  School  Curriculum,"  Fifth  Yearbook  of  I 
Pcpdrliiicnt  of  Superintendence.  Washington:  Department  of  Superintendence  of  the  I 
tional   Education   .\ssociation,    1927.      .S62  p. 

Broome,  E.  C,  ct  al.  "The  Development  of  the  High  School  Curriculum,"  5i.r//i  Ye 
book  of  the  Department  of  Superintendence.  Washington:  Department  of  Superintendei 
of  the   National   Education   Association,   I92S.      .'i84   p. 

""Facts  on  the  Public  School  Curriculum,"  Research  Bulletin  of  the  National  Edu 
tion  As.iociation,  Vol.  1,  No.  .S.  Washington:  Research  Division  of  the  National  Educati 
.Association,   1923,  p.   310-.=i0. 

"Kcei)ing  Pace  with  the  -Vdvancing  Curriculum,"  Research  Bulletin  of  the  Natiot 
Education  Association,  Vol.  3,  Nos.  4  and  .S.  Washington:  Research  Division  of  the  Nattoi 
Education  .\s,sociation,    192.\  [>.    107-92. 

"Creating  a  Curriculum  for  .Adolescent  Youth,"  Research  Bulletin  of  the  .\'atiOl 
Education  Association,  Vol.  6,  No.  1.  Washington:  Research  Division  of  the  National  Edu 
tion   Association,    1928,   p.    1-80. 


9n 


Ten  Years  of  Educational  Research,  1918-1927  135 

but  to  mention  Los  Angeles,"''  Denver/*  St.  Louis/'  Berkeley,'"  Win- 

netka,"'  and  other  cities  to  recall  some  of  the  big  curriculum-revision 

rojects  that  have  been  undertaken  by  school  systems  throughout  the 

ountry.     Many   of    these   cities    (notably    Denver)    have   established 

lurcaus  of  curriculum  research  to  carry  on  continuous  revision  of  the 

-urriculum. 

1        In  addition  to  the  many  investigations  and  studies  that  are  usually 

hought  of  in  connection  with  curriculum  research,  several  outstanding 

•xperiments    have    been    conducted    in    experimental    and    laboratory 

■hools,  such  as  the  L^niversity  Elementary  School  at  the  University  of 

Missouri,  the  I-'rancis  W.  Parker  School  of  Chicago,  the  Wisconsin 

High  School  at  the  University  of  Wisconsin,  and  the  Horace  Mann 

ind  Lincoln  schools  of  Teachers  College,  Columbia  University.'*  These 

-chools  can  scarcely  be  said  to  make  the  study  of  curriculum  problems 

heir  prime  purpose,  yet  their  distinctive  features  center  largely  around 

he  curriculum.    Furthermore,  many  such  schools,  by  the  very  force 

if  circumstances,  make  an  empirical  rather  than  a  scientific  approach 

')  their  curriculum  problems.    Consequently,  we  are  not  justified  in 

tl)plying  the  term   "educational   research"  to  many  of  their  efforts. 

lowever,  the  number  of  such  schools  and  their  contributions  to  the 

olution  of  curriculum  problems  cannot  be  ignored  in  any  complete 

iccount  of  curriculum  research ;   they  emphasize  the  prominence  of 

uch  researcli  during  the  past  decade. 

Finally,  the  inauguration  of  a  Bureau  of  Curriculum  Research  at 
cachers  College,  Columbia  Universitv,  in  1924,  is  indicative  of  the 


■'Bohbitt,  Franklin.  "Curriculum-MakinR  in  Los  Angeles,"  Supf'lementary  Educational 
lonoj/raphs,  No.  20.     Chicago:   University  of  Chicago,   1922.      106  p.     (Out  of  print.) 

Bobbitt,  Franklin.  Hon'  to  Make  a  Curriculum.  Boston:  Houghton,  Mifflin  Company, 
924.     292  p. 

■'Threlkeld,  A.  ~  L.  "Curriculum  Revision:  How  a  Particular  City  May  Attack  the 
roblem,"   The  Elementary  School  Journal,  25:573-82,  April,   1925. 

Xewlon,  J.  H.  and  'Ihrelkeld,  A.  L.  "The  Denver  Cnrriculnm-Revision  Program," 
wenty-Sixth  Yearbook  of  the  Xatiiinal  Society  for  the  Study  of  Education,  Part  I.  Bloom- 
igton,  Illinois:    Public  School  Publishing  Company,   1926,  p.  229-40. 

Xewlon,  J.  H.  "Curriculum  Revision  in  Denver,"  Journal  of  Educational  Research, 
:  262-63,   March,   1924. 

"Judd,  C.  H.,  ct  al.  "Survey  of  the  St.  Louis  Public  Schools."  Yonkers-on-Hudson, 
<ew  York:   World  Book  Company,   19 IS.      3  vols. 

'■'Wilson,  H.  B.  "The  Course  of  Study  in  the  Work  of  the  Modern  School,"  Course 
Study  Monographs,   Introductory.      Berkeley,  California:   Board  of  Education,   1921.      14  p. 

Wilson,  H.  B.  and  Salisbury,  E.  I.  "The  Citizens'  Relation  to  the  Course  of  Study," 
he  Elementary  School  Journal,   22:  677-85,  May,   1922. 

"Washburne,  C.  W.  "A  Grade-Placement  Curriculum  Investigation,"  Journal  of 
ducational    Research,    13:284-92,   April,    1926. 

Washburne,  C.  W.  "The  Philosophy  of  the  Winnetka  Curriculum,"  Twenty-Sixth 
earbook  of  the  National  Society  for  the  Studv  of  Education,  Part  I.  Bloomington,  Illinois: 
ublic   School   Publishing  Company,    1926.   p.   219-28. 

Washburne,  C.  W.,  Vogel,  Mabel,  and  Gray,  W.  S.  "A  Survey  of  the  Winnetka 
nblic  Schools,"  Supplementary  Monograph,  Journal  of  Educational  Research.  Bloomington, 
Imoisj    Public    School    Publishing  (Company,    1926.      135   p. 

'"The   most   comprehensive   description   of   such   schools   is: 

Dewey,  John  and  Dewey,  Evelyn.  Schools  of  Tomorrow.  New  York:  E.  P.  Dutton 
nd  Company,    1915.      316   p. 


136  Bulletin  No.  42 

prominence  that  the  curriculum  has  attained  as  a  field  of  educational' 
research.    Three  full-time  research  associates  were  appointed  to  thi 
work  and  provided  with  a  stafif  of  clerical  workers. '^^ 

Accomplishments  of  curriculum  research.  The  most  outstanding 
feature  of  curriculum  research  during  the  past  ten-year  period  is  the 
enormous  amount  of  activity  attested  to  by  the  number  of  reports  oi 
curriculum  research,  the  number  of  courses  of  study  that  have  beer, 
revised,  and  the  amount  of  discussion  of  the  subject  in  the  educationa 
press.  In  fact,  the  study  and  discussion  of  the  curriculum  has  beer 
almost  an  educational  fad.  However,  this  activity  has  produced  som< 
results  that  are  substantial  gains  to  education.  In  the  first  place,  i 
large  number  of  facts  have  been  ascertained  which  are  valuable  addi- 
tions to  curriculum  knowledge.  Most  curriculum  studies  have  beer 
made  more  or  less  independently  and  are  fragmentary  in  nature ;  how- 
ever, there  have  been  several  recent  attempts  to  bring  many  relatee 
studies  together,  to  evaluate  them,  and  thus  to  help  make  the  result: 
more  readily  available.  The  summaries  of  reading  and  arithmetic  in 
vestigations  by  Gray,  and  Buswell  and  Judd,  and  the  yearbooks  of  tht 
Department  of  Superintendence  are  examples  of  such  attempts. 

A. few  of  the  more  outstanding  research  studies  should  be  meni 
tioned  specifically  in  a  resume  of  accomplishments.  Charters'  Cur 
riciihim  Construction  was  a  pioneer  study  that  brought  together,  sum 
marized.  and  unified  the  activity-analysis  studies  that  had  been  mad«i 
prior  to  1923.  In  all  probability,  Charters'  influence  has  been  greate 
than  that  of  any  other  educator  in  making  activity-analysis  the  mos 
prominent  technique  of  the  period.  Bobbitt's  work,  especially  his  La 
Angeles  curriculum  venture,  has  been  another  monumental  contribu 
tion  of  the  period.  Rugg  and  those  associated  with  him,  such  as  Hock 
ett,  have  not  only  gathered  much  valuable  information  but  have  con 
tributed  much  to  the  technique  of  curriculum  research.  Some  of  th' 
large-scale  revisions  of  city  courses  of  study,  such  as  those  of  Denve 
and  St.  Louis,  have  involved  research  on  a  large  cooperative  scale.  Es 
tablishment  of  a  bureau  of  curriculum  research  at  Teachers  College  i 
an  important  step  in  the  direction  of  recognizing  the, need  for  organ i 
ized,  systematic  research  in  this  field. 

Although  not  involving  research  in  any  immediate  way.  Part  I 
of  the  Twenty-Sixth  Yearbook  of  the  National  Society  for  the  Stud 
of  Education,   "The   Foundations  of  Curriculum   flaking,"   probabl 


I 


I 


"Stratemeyer,  F.  B.  and  Bruner,  H.  B.  "Rating  Elementary  Courses  of  Study,*] 
Studies  of  the  Bureau  of  Curriculum  Research  of  Teachers  College,  Columbia  UniversitV 
Bulletin  No.  1.  New  York:  Bureau  of  Publications,  Teachers  College,  Columbia  Univerdt;! 
1926,  p.  viii. 


I 


Tex  Years  of  Educational  Research,  1918-1927  137 

presents  the  most  significant  curriculum  development  of  the  period. 

,s  expressed  in  the  Editor's  Preface  to  the  first  volume,  the  idea  back 

of  the  undertaking  was  to  attack  "the  problem  of  the  curriculum  in  a 

undamental  way — not  trying  to  determine  what  the  content  of  the 

.—.urriculum  should  be,  but  trying  to  determine  how  that  content  should 

^jl^me  selected  and  assembled."    Perhaps,  however,  the  most  important 

.iM:ontribution  of  this  endeavor  was  the  attempt  "to  bring  together,  and 

s  far  as  possible  to  unify  or  to  reconcile,  the  varying  and  often  seem- 

l^-igly  divergent  or  even  antagonistic  philosophies  of  the  curriculum 

J  Jhat  were  being  espoused  by  leading  authorities  or  by  their  adherents 

this  country."  The  curriculum  development  represented  by  this  year- 

\  ^)Ook  is  very  significant,   for  it  has  brought  these  diverse  views  to- 

TMether :  and  it  is  from  such  contacts  that  the  larger  view  of  the  prob- 

■  t^ms  and  methods  of  curriculum  research  issues. 
e;l«ir 

The  present  trends.     The  Twenty-Sixth  Yearbook  provides  us 

|k-ith  some  of  the  most  tangible  evidence  of  one  of  the  three  outstand- 

ng  trends  of  curriculum  research ;  that  is,  the  trend  away  from  im- 

licit,  unquestioning  faith  in  purely  objective  methods  toward  a  full 

ecognition  of  the  place  of  educational  philosophy  and  a  thorough- 

oing  evaluation  of  the  data  involved  in  all  objective  studies.     A  sec- 

nd  outstanding  trend  is  toward  the  launching  of  comprehensive,  long- 

fme  studies,  such  as  the  work  on  the  social-studies  curriculum  being 
inducted  by  Rugg  at  Teachers  College  in  cooperation  with  many  ed- 
ucators throughout  the  country.  This  may  not  mean  any  lessening  of 
le  number  of  isolated  studies,  although  that  is  likely  to  result  in  time. 
he  third  trend  is  closely  related  to  the  second  in  that  it  involves  con- 
inuous  study  of  the  curriculum  over  long  periods  of  time.  City 
ureaus  of  curriculum  research  are  being  established  from  time  to  time 
)r  the  purpose  of  carrying  on  a  systematic  and  regular  evaluation  and 
ivision  of  the  curriculum.  « 


la 


:rs'0 
ler, 

ngra 


yhis 
cont 
as 


Ii 


APPENDIX  A 

Tabular  Summary  of  Activities  of  the  Bureau  of  Educational  ResearcJ 
AT  THE  University  of  Illinois,  1918-27 


Reports  of 

Announce- 

Material 

Research,  and 

ments,  Lists 

prepared  by 

Total 

Academic 

Letters 

other  Schol- 

of Tests,  and 

Persons  not 

Pages  of 

Year* 

written 

arly  Writings 

Similar 

Members  of 

Published 

by  Members 

Writings 

the  Staff 

Writings 

of  the  Staff 

1918-19 

3674 

24 

24 

.     1919-20 

7793 

184 

78 

262 

1920-21 

7043 

64 

64 

1921-22 

2110 

138 

138 

1922-23 

2175 

335 

47 

382 

1923-24 

2319 

338 

7 

52 

397 

1924-25 

2000'' 

356 

41 

171 

568 

1925-26 

2493 

407 

186 

593 

1926-27 

1766 

274 

43 

75 

392 

1927-28 

1600" 

326 

44 

53 

423 

Total 

32973 

2422 

284 

537 

3243 

"The  activities  of  the  Bureau  of  Educational  Research  began  July  8,  1918.  The  academic  yez 
except  the  first,  extend  from  July  1  to  June  30.  In  computing  the  pages  of  reports,  the  dates  bo 
by  the  several  publications  have  been  used. 

''Estimated. 


138 


^blislK 


APPENDIX  B 

LIST   OF  PRINTED  PUBLICATIONS    OF   THE   BUREAU   OF 

EDUCATIONAL  RESEARCH  AT  THE  UNIVERSITY  OF 

ILLINOIS,  JULY  8,  1918,  TO  JUNE  30,  1928 

(Arranged  in  order  of  publication) 

RucKiNr.HAM,  B.  R.  "Bureau  of  Educational  Research  Announcement,  1918-19," 
IhuTersity  of  Illinois  Bulletin,  Vol.  16,  No.  5,  Bureau  of  Educational  Re- 
search Bulletin  No.  1.     Urbana:  University  of  Illinois,  1918.     24  p. 

First  Annual  Report,  Announcement,  1919-20,"  University  of  Illinois  Bjilletin, 
_1  Vol.  17,  No.  9,  Bureau  of  Educational  Research  Bulletin  No.  2.  Urbana : 
University  of  Illinois,  1919.  78  p.  (Out  of  print.) 
Mb^amesberger,  V.  C.  "Standard  Requirements  for  Memorizing  Literary  Material," 
Unii'ersity  of  Illinois  Bulletin,  Vol.  17,  No.  26,  Bureau  of  Educational  Re- 
search Bulletin  No.  3.  Urbana:  University  of  Illinois,  1920.  93  p.  (Out 
of  print.) 

lOLLEY,  C.  E.  "Mental  Tests  for  School  Use,"  University  of  Illinois  Bulletin, 
Vol.  17,  No.  28,  Bureau  of  Educational  Research  Bulletin  No.  4.  Urbana : 
University  of  Illinois,  1920.    91  p.     (Out  of  print.) 

Monroe,  W.  S.  "Report  of  Division  of  Educational  Tests  for  1919-20,"  Uni- 
versity of  Illinois  Bulletin,  Vol.  18,  No.  21,  Bureau  of  Educational  Research 
Bulletin  No.  5.     Urbana:  University  of  Illinois,  1921.    64  p. 

kloNROE,   W.    S.      "The    Illinois    Examination,"    University    of   Illinois   Bulletin, 
32*!  J        Vol.  19,  No.  9,  Bureau  of  Educational  Research  Bulletin  No.  6.     Urbana  : 
University  of  Illinois,  1921.    70  p. 

loNROE,  W.  S.  "Types  of  Learning  Required  of  Pupils  in  the  Seventh  and 
Eighth  Grades  and  in  the  High  School,"  University  of  Illinois  Bulletin, 
Vol.  19,  No.  15,  Bureau  of  Educational  Research  Bulletin  No.  7.  Urbana : 
University  of  Illinois,  1921.     16  p. 

loNROE,  W.  S.  "A  Critical  Study  of  Certain  Silent  Reading  Tests,"  University 
of  Illinois  Bulletin,  Vol.  19,  No.  22,  Bureau  of  Educational  Research 
Bulletin  No.  8.     Urbana :  University  of  Illinois,  1922.     52  p. 

$ureau  of  Educational  Research.  "Relation  of  Size  of  Class  to  School  Effic- 
iency," University  of  Illinois  Bulletin,  Vol.  19,  No.  45,  Bureau  of  Educa- 
tional Research  Bulletin  No.  10.  Urbana :  University  of  Illinois,  1922. 
39  p.     (Out  of  print.) 

jIoNROE,  W.  S.     "Announcements  of  the  Bureau  of  Educational  Research   for 

j  1922-23,"  University  of  Illinois  Bulletin,  Vol.  20,  No.  2,  Bureau  of  Educa- 
tional Research  Circular  No.  12.'  Urbana :  University  of  Illinois,  1922. 
7  p.     (Out  of  print.) 

'jlONROE,  W.  S.  "Definitions  of  the  Terminology  of  Educational  Measurements," 
University  of  Illinois  Bulletin,  Vol.  20,  No.  6,  Bureau  of  Educational  Re- 
search Circular  No.  13.  Urbana:  University  of  Illinois,  1922.  18  p. 
[ONROE,  W.  S.  "Written  Examinations  and  Their  Improvement,"  University  of 
Illinois  Bulletin,  Vol.  20,  No.  7,  Bureau  of  Educational  Research  Bulletin 
No.  9.  Urbana:  University  of  Illinois,  1922.  71  p.  (Out  of  print.  See 
No.  17.) 


I 


^The   first   eleven  circulars,   which  are   published   in   mimeographed   form   only,   are   not 
luded  in  this  list. 

139 


140 


Bulletin  No.  42 


Monroe,  W.  S.    "Relation  of  Sectioning  a  Class  to  the  Effectiveness  of  Instrm 

t'lon," Uniz'ersify   of  Illinois  Bulletin,  Vol.   20,   No.   11,   Bureau  of   Educ; 

tional  Research  Bulletin  No.  11.   Urbana :  University  of  Illinois,  1922.    18 

(Out  of  print.) 
Streitz,  Ruth.     "Gifted  Children  and  Provisions  for  Them  in  Our  Schools 

University  of  Illinois  Bulletin,  Vol.  20,  No.  13,    Bureau  of  Educational  Ri 

search  Circular  No.  14.    Urbana :  University  of  Illinois,  1922.     12  p.     (Oi 

of  print.) 
Monroe,  W.  S.    "Educational  Tests  for  Use  in  Elementar}'-  Schools,"  Universi 

of  Illinois  Bulletin,  Vol.  20,  No.  16,  Bureau  of  Educational  Research  Ci 

cular  No.  IS.     Urbana:  University  of  Illinois,  1922.     22  p.     (Out  of  prir 

See  No.  49.) 
Odell,  C.  W.     "The  Use  of  Intelligence  Tests  as  a  Basis  of  School  Organiz: 

tion   and    Instruction,"    University    of   Illinois   Bulletin,   Vol.   20,    No.   I'J 

Bureau  of  Educational  Research  Bulletin  No.  12.     Urbana:  University  if 

Illinois,  1922.    78  p.     (Out  of  print.) 
Monroe,  W.  S.  and  Foster,  I.  O.     "The  Status  of  the  Social  Sciences  in  tl 

High   Schools   of   the   North   Central   Association,"    University   of  Illinc 

Bulletin,  Vol.  20,  No.  18,  Bureau  of  Educational  Research  Bulletin  No.  1, 

Urbana :  University  of  Illinois,  1923.    38  p. 
Odell,  C.  W.     "The  Effect  of  Attendance  Upon  School  Achievement,"   [/»wcj 

sity  of  Illinois  Bulletin,  Vol.  20,  No.  31,  Bureau  of  Educational  Reseanj 

Circular   No.    16.     Urbana:    University   of   Illinois,   1923.     8   p.      (Out 

print.) 
Monroe,  W.  S.  and  Carter,  R.  E.     "The  Use  of  Different  Types  of  Thougij 

Questions   in   Secondary   Schools   and   Their   Relative   Difficulty   for   St-j 

dents," University  of  Illinois  Bulletin,  Vol.  20,  No.  34,  Bureau  of  Educil 

tional   Research    Bulletin   No.    14.     Urbana :    University   of   Illinois,    19)11 

26  p. 
Mohlman,  D.  K.    "The  Elementary  School  Principalship,"  University  of  Illino\ 

Bulletin,  Vol.  20,  No.  36,  Bureau  of  Educational  Research  Circular  No. 

Urbana:  University  of  Illinois,  1923.     14  p.     (Out  of  print.) 
Monroe,  W.   S.     "Educational  Tests   for  Use  in  High  Schools,"   University 

Illinois  Bulletin,  Vol.  20,  No.  38,  Bureau  of  Educational  Research  Cirol 

lar  No.  18.     Urbana:    University  of  Illinois,   1923.     18  p.      (Out  of  pri:i| 

Se.e  No.  48.) 
Streitz,  Ruth.     "Provisions   for  Exceptional  Children  in   191   Illinois   Citiej 

University  of  Illinois  Bulletin,  Vol.  20,  No.  40,  Bureau  of  Educational  Bj 

search  Circular  No.  19.    Urbana:  University  of  Illinois,  1923.     13  p. 
*McClusky,  F.  D.   "Place  of  Moving  Pictures  in  Visual  Education,"  Universrl 

of  Illinois  Bulletin,  Vol.  20,  No.  46,  Bureau  of  Educational  Research  Cf 

cular  No.  20.     Urbana:    University  of  Illinois,  1923.    11  p.    (Out  of  prinij 
Monroe,  W.   S.     "Announcement  of  the   Bureau  of  Educational  Research  fl 

1923-24,"  University  of  Illinois  Bulletin,  Vol.  21,  No.  3,  Bureau  of  EducJ 

tional   Research   Circular   No.   21.     Urbana :    University   of   Illinois,   19lf 

7  p.     (Out  of  print.) 
Odell,    C.    W.      "Provisions    for   the    Individual 

Pupils,"   University  of  Illinois  Bulletin,  Vol. 

tional   Research   Circular   No.   22.      Urbana : 

15  p. 


Differences  of  High  Sch( 
21,  No.  4,  Bureau  of  Edu( 
University   of   Illinois,   19.1 


•The   asterisk   indicates   that   the   author   is   not   a  member   of  the   staff   of  the    Bun  J 
of  Educational   Research. 


Ten  Years  of  Educational  Research,  1918-1927  141 

[qxroe,  W.  S.  "The  Constant  and  ^'a^iabIe  Errors  of  Educational  Measure- 
ments," University  of  Illinois  Bulletin,  Vol.  21,  No.  10,  Bureau  of  Educa- 
tional Research  Bulletin  No.  15.  Urbana :  University  of  Illinois,  1923.  30  p. 

'DELL,  C.  W.  "An  Annotated  Bibliography  Dealing  with  the  Classification  and 
Instruction  of  Pupils  to  Provide  for  Individual  Differences,"  University  of 
Illinois  Bulletin,  Vol.  21,  Xo.  12,  Bureau  of  Educational  Research  Bulletin 
No.  16.     Urbana :    Universitj'  of  Illinois,  1923.     50  p. 

[ONROE,  W.  S.  and  Souders,  L.  B.  "The  Present  Status  of  Written  Examina- 
tions and  Suggestions  for  Their  Improvement,"  University  of  Illinois 
Bulletin,  \'ol.  21,  No.  13,  Bureau  of  Educational  Research  Bulletin  No.  17. 
Urbana :  Universitj'  of  Illinois,  1923.     77  p. 

oxROE,  W.  S.  "Educational  Guidance  in  High  Schools,"  University  of  Illinois 
Bulletin,  \'o\.  21,  Xo.  15,  Bureau  of  Educational  Research  Circular  Xo.  23. 
Urbana :  University  of  Illinois,  1923.     14  p. 

CoLAK,  A.  W.  "The  Project  in  Education  with  Special  Reference  to  Teaching 
Agriculture,"  University  of  Illinois  Bulletin,  Vol.  21,  No.  16,  Bureau  of 
Educational   Research   Circular   X"o.   24.     Urbana :   University   of   Illinois, 

1923.  16  p. 

ONROE,  W.  S.  and  Cl.\rk,  J.  A.  "Measuring  Teaching  Efficiency,"  Uni- 
versity of  Illinois  Bulletin,  Vol.  21,  No.  22,  Bureau  of  Educational  Re- 
search Circular  X'o.  25.    Urbana :  University  of  Illinois,  1924.    26  p. 

;.\RTOX,  H.  J.,  Cl.\rk,  E.  L.,  Pence,  Helen,  and  others.  "Notes  on  the  Teach- 
ing of  Latin  in  High  Schools,"  University  of  Illinois  Bulletin,  Vol.  21,  No. 
28,  Bureau  of  Educational  Research  Circular  N^o.  26.  Urbana:  University 
of  Illinois,  1924.    25  p.     (Out  of  print.) 

reitz,  Ruth.  "Teachers'  Difficulties  in  Arithmetic  and  Their  Correctives," 
University  of  Illinois  Bulletin,  Vol.  21,  No.  34,  Bureau  of  Educational 
Research  Bulletin  X'o.  18.    Urbana :  University  of  Illinois,  1924.    34  p. 

>ell,  C.  \V.  "The  Progress  and  Elimination  of  School  Children  in  Illinois," 
University  of  Illinois  Bulletin,  \'ol.  21,  No.  38,  Bureau  of  Educational  Re- 
search Bulletin  No.  19.    Urbana :  University  of  Illinois,  1924.     76  p. 

reitz,  Ruth.     "Educational  Diagnosis,"   University  of  Illinois  Bulletin,  Vol. 
21,   No.  41,  Bureau  of   Educational   Research   Circular   No.   27.     Urbana: 
University  of  Illinois,  1924.     16  p. 
*TALEY,   S.   C.     "The   Program   of    Sportsmanship   Education,"    University    of 
Illinois  Bulletin,  Vol.  21,  No.  49,  Bureau  of  Educational  Research  Circular 
No.  28.    Urbana:    University  of  Illinois,  1924.     27  p.     (Out  of  print.) 
xroe,  W.  S.  and  Mohlman,  D.  K.     "Training  in  the  Technique  of  Study," 
University  of  Illinois  Bulletin,  Vol.  22,  No.  2,  Bureau  of  Educational  Re- 
search   Bulletin,    X^o.    20.     Urbana :     University    of    Illinois,    1924.      66    p. 
(Out  of  print.) 
XROE,  W.  S.  (Director).    "A  Survey  of  the  City  Schools  of  Marion,  Illinois," 
University  of  Illinois  Bulletin,  Vol.  22,  X''o.  3,  Bureau  of  Educational  Re- 
search Bulletin  No.  21.    Urbana:  University  of  Illinois,  1924.    60  p. 

ell,  C.  \V.  "The  Use  of  the  Question  in  Classroom  Instruction,"  University 
of  Illinois  Bulletin,  Vol.  22,  Xo.  5,  Bureau  of  Educational  Research  Cir- 
cular Xo.  29.  Urbana:  University  of  Illinois,  1924.  18  p.  (Out  of  print.) 
i;LL,  C.  W.  "The  Evaluation  and  Improvement  of  School  Buildings,  Grounds 
and  Equipment,"  University  of  Illinois  Bulletin,  Vol.  22,  X'o.  6,  Bureau  of 
Educational   Research   Circular   No.   30.     Urbana:    University   of   Illinois, 

1924.  18  p. 

XROE,  W.  S.     "The  Planning  of  Teaching,"   University  of  Illinois  Bulletin, 
Vol.  22,  X'o.  7,  Bureau  of  Educational  Research  Circular  X'^o.  31.     Urbana: 
.    University  of  Illinois,  1924.   41  p. 


142 


Bulletin  No.  42 


*MiLLER,  F.  J.,  Flickinger,  R.  C,  Sargent,  R.  L.,  Luke,  E.  J.,  Thompson,  G 
D.,  and  others.     "Latin  in  High  Schools,"   L'nizersity  of  Illinois  Bitlleiii.^ 
Vol.  22,  No.   12,   Bureau  of  Educational   Research   Circular   No.   32.     Ur 
bana :    University  of  Illinois,  1924.     28  p. 

Odell,  C.   W.     "Educational  Tests   for  Use  in  Elementar}'  Schools,   Revised, 
University  of  Illinois  Bulletin,  Vol.  22,  No.  16,  Bureau  of  Educational  Rej 
search  Circular  No.  33.     Urbana :  L'nivcrsitj-  of  Illinois,  1924.    22  p. 

Odell,  C.  W.  "Conservation  of  Intelligence  in  Illinois  High  Schools,"  Univei\ 
sify  of  Illi)wis  Bulletin,  ^'ol.  22,  No.  25,  Bureau  of  Educational  Research 
Bulletin  No.  22.     Lrbana :  University  of  Illinois,  1925.     55  p. 

Streitz,  Ruth.     "Teachers'  Ditilicultics  in  Reading  and  Their  Correctives,"  Un 
7'crsify   of  Illinois  Bulletin,  Yo\.   22,   No.  30,   Bureau  of   Educational  Rd'j 
search  Bulletin  No.  23.    Urbana :  University  of  Illinois,  1925.    35  p. 

*Sevbolt,  R.  F.  "The  Evening  School  in  Colonial  America,"  Uniz'ersity  c  i 
Illinois  Bulletin,  \'o\.  22,  No.  31,  Bureau  of  Educational  Research  Bullet)'] 
No.  24.     Urbana :    L^niversity  of  Illinois,  1925.     68  p. 

OuELL,  C.  W.  "Educational  Tests  for  Use  in  High  Schools,  Revised,"  Uniiersii , 
of  Illinois  Bulletin,  \'o\.  22,  No.  37,  Bureau  of  Educational  Research  G:j 
cular  No.  34.     L'rbana :  University  of  Illinois,  1925.     19  p. 

Monroe,  W.  S.  and  Johnston,  N.  B.  "Reporting  Educational  Research,"  Un\ 
versity  of  Illinois  Bulletin,  \'ol.  22,  No.  38,  Bureau  of  Educational  Ri 
search  Bulletin  No.  25.  Urbana :  University  of  Illinois,  1925.  63  p.  (O't 
of  print.) 

*Bro\vnell,  W.  a.  "A  Study  of  Supervised  Study,"  Utiii'ersity  of  Illinoil 
Bulletin,  Vol.  22,  No.  41,  Bureau  of  Educational  Research  Bulletin  No.  2] 
Urbana:    University  of  Illinois,  1925.    48  p.     (Out  of  print.) 

Monroe,  W.  S.  "Making  a  Course  of  Study,"  University  of  Illinois  Bulk^\ 
Vol.  23,  No.  2,  Bureau  of  Educational  Research  Circular  No.  35.  Urbans] 
University  of  Illinois,  1925.     35  p.     (Out  of  print.) 

*Glick,  H.  N.  "Effect  of  Practice  on  Intelligence  Tests,"  University  of  Illino\ 
Bulletin.  \'o\.  23,  No.  3,  Bureau  of  Educational  Research  Bulletin  No.  2| 
Urbana:    University  of  Illinois,  1925.     23  p.     (Out  of  print.) 

*Seybolt,  R.  F.  "Source  Studies  in  American  Colonial  Education  (The  Privaj 
School),"  University  of  Illinois  Bulletin,  \'o\.  23,  No.  4,  Bureau  of  Eduol 
tional  Research  Bulletin  No.  28.  Urbana:  L'niversitv  of  Illinois,  192j 
109  p.     (Out  of  print.) 

Re.\g.\n,  G.  W.  "Principles  Relating  to  the  Engendering  of  Specific  Habitjl 
Unii'ersity  of  Illinois  Bulletin,  \'ol.  23,  No.  5,  Bureau  of  Educational  R[ 
search  Circular  No.  36.     Urbana:  University  of  Illinois,  1925.     23  p. 

Herriott,  M.  E.  "How  to  Alake  a  Course  of  Study  in  Arithmetic,"  Uniz-ersti 
of  Illinois  Bulletin,  \'o\.  23,  No.  6,  Bureau  of  Educational  Research  Ci| 
cular  No.  37.    Urbana :  L'niversity  of  Illinois,  1925.     50  p. 

Odell,  C.  \\\  "The  Assignment  of  Lessons,"  University  of  Illinois  BuUell 
\'o\.  23,  No.  7,  Bureau  of  Educational  Research  Circular  No.  38.  Urban] 
University  of  Illinois,  1925.    20  p.     (Out  of  print.) 

*Prescott,  H.  W.,  Flickinger,  R.  C,  Woodruff,  L.  B.,  Wh.\ley,  I.  G.,  a  I 
others.  "Appreciation  of  Latin,"  Unii'ersity  of  Illinois  Bulletin,  \'o\.  A 
No.  15,  Bureau  of  Educational  Research  Circular  Xo.  39.  Urbana:  Ui) 
versitj-  of  Illinois,  1925.     35  p. 

Herriott,  M.  E.  "Modifying  Technique  of  Instruction  for  Gifted  Childrei] 
Unii-ersiiy  of  Illinois  Bulletin,  \'o\.  23,  No.  18,  Bureau  of  Educational  Fj 
search  Circular  No.  41.     I'rbana:  University  of  Illinois,  1926.     17  p. 


Ten  Years  of  Educational  Research,  1918-1927  143 

i;kkiott,  ]\[.  E.  "How  to  ^^akc  a  Course  of  Study  in  Reading,"  University  of 
Illi)iois  Bulletin,  \'ol.  23,  No.  18,  Bureau  of  Educational  Research  Cir- 
cular No.  42.     Urbana:  University  of  Illinois,  1926.     37  p. 

)r.\ta,  p.  T.  "Adaptation  of  Subject-'Matter  and  Instruction  to  Individual 
Differences  in  the  Elementary  School,"  Unizersity  of  Illinois  Bulletin, 
Vol.  23,  No.  20,  Bureau  of  Educational  Research  Circular  No.  40.  Urbana : 
University  of  Illinois,  1926.     19  p. 

DELL,  C.  W.  and  Blough,  J.  H.  "An  Annotated  Bibliography  Dealing  with 
Extra-Curricular  Activities  in  Elementarj'  and  High  Schools,"  University 
of  Illinois  Bulletin.  \'o\.  23,  No.  24,  Bureau  of  Educational  Research 
Bulletin  No.  29.     Urbana :    University  of  Illinois,  1926.     40  p. 

oxROE,  W.  S.  "Projects  and  the  Project  Methotl,"  University  of  Illinois 
Bulletin,  Vol.  23,  No.  30,  Bureau  of  Educational  Research  Circular  No.  43. 
Urbana:  University  of  Illinois,  1926.     20  p. 

()ELL,  C.  W.  "Objective  Measurement  of  Information,"  University  of  Illinois 
Bulletin,  Vol.  23,  No.  36,  Bureau  of  Educational  Research  Circular  No.  44. 
L'rbana :  University  of  Illinois,  1926.     27  p. 

JoNROE,  W.  S.     "The  Duties  of  Men  Engaged  as  Physical  Directors  or  Athletic 
Coaches  in  High  Schools,"  University  of  Illinois  Bulletin,  \o\.  23,  No.  38, 
Bureau  of  Educational  Research  Bulletin  No.  30.     Urbana :  Universitv  of 
Illinois,  1926.     22  p. 
1XROE,  W.  S.     "Teachers'  Objectives,"  University  of  Illinois  Bulletin,  Vol.  23, 
No.  39,  Bureati  of  Educational  Research  Circular  No.  45.     Urbana  :   Uni- 
versity of  Illinois,  1926.     24  p. 
)XR0E,  W.  S.  and  Clark,  J.  A.     "The  Teacher's  Responsibility  for  Devising 
Learning  Exercises  in  Arithmetic,"  University  of  Illinois  Bulletin,  \'ol.  23, 
No.  41,   Bureau  of  Educational  Research   Bulletin   No.  31.     Urbana:   Uni- 
versity of  Illinois,  1926.    92  p. 
:  L,  C.  W.     "The  Interpretation  of  the   Probable   Error  and  the   Coetticient 
of  Correlation,"  University  of  Illinois  Bulletin,  Vol.  23,  No.  52,  Bureau  of 
Educational    Research    Bulletin    No.   32.     Urbana:    University   of    Illinois, 

1926.  49  p. 

•  ROE,  W.  S.  and  Herriott,  M.  E.  "Objectives  of  United  States  History  in 
Grades  Seven  and  Eight,"  Uniz-ersity  of  Illinois  Bulletin,  \'o\.  23,  No.  3, 
Bureau  of  Educational  Research  Bulletin  No.  33.  Urbana :  University  of 
Illinois,  1926.  68  p. 
vKiOTT,  M.  E.  "How  to  Make  Courses  of  Study  in  the  Social  Studies,"  Uni- 
versity of  Iliinoh  Bulletin,  Vol.  24,  No.  5,  Bureau  of  Educational  Research 
I     Circular  No.  46.     Urbana :  University  of  Illinois,  1926.     52  p. 

*pER,  D.  R.,  DuGuiD,  Genevieve,  Kukets,  W.  R.,  ]McHarrv,  L.  J.,  Taylor,  S. 
H.,  and  Thomsen,  Anne.    "Instructional  Activities  in  The  University  High 
School,"  Uni^rrsity  of  Illinois  Bulletin,  Vol.  24,  No.  13,  Bureau  of  Educa- 
tional   Research    Circular    No.   47.      Urbana :    Universitv    of    Illinois,    1926. 
,    28  p. 

QiLL,  C.  W.  "Educational  Tests  for  Use  in  High  Schools,  Second  Revision," 
University  of  Illinois  Bulletin,  \'o\.  24,  No.  33,  Bureau  of  Educational  Re- 
search Circular  No.  48.     Urbana:  University  of  Illinois,  1927.     43  p. 

1|:ll..  C.  \V.  "Are  College  Students  a  Select  Group?"  Unizrrsity  of  Illinois 
Bulletin,  \'o\.  24,  No.  36,  Bureau  of  Educational  Research  Bulletin  No.  34. 
Urbana:  University  of  Illinois,  1927.    45  p. 

*<!rEMANN,  R.  H.  "The  Constant  and  Variable  Occupations  of  the  United 
States  in  1920,"  University  of  Illinois  Bulletin,  Vol.  24,  No.  39,  Bureau  of 
Educational    Research    Bulletin    No.    35.      Urbana:    l^niversitv   of    Illinois 

1927.  47  p. 


144 


Bulletin  No.  42 


Monroe,  W.  S.  and  Asher,  Ollie.  "A  Bibliography  of  Bibliographies,"  Uni 
versify  of  Illinois  Bulletin,  Vol.  24,  No.  44,  Bureau  of  Educational  Re 
search  Bulletin  No.  36.     Urbana :  University  of  Illinois,  1927.     60  p. 

Odell,  C.  W.  "Educational  Tests  for  Use  in  Elementarj'  Schools,  Second  Re 
vision,"  University  of  Illinois  Btilletin,  Vol.  24,  No.  49,  Bureau  of  Educa 
tional  Research  Circular  No.  49.  Urbana :  University  of  Illinois,  192/ 
44  p. 

Odell,  C.  W.  "Predicting  the  Scholastic  Success  of  College  Freshmen,"  Ui: 
z'ersity  of  Illinois  Bulletin,  Vol.  25,  No.  2,  Bureau  of  Educational  Researc 
Bulletin  No.  37.     Urbana :  University  of  lUinois,  1927.     54  p. 

Monroe,  W.  S.  and  Engelhart,  M.  D.  "The  Techniques  of  Educational  Rell 
search,"  University  of  Illinois  Bulletin,  Vol.  25,  No.  19,  Bureau  of  Educa] 
tional  Research  Bulletin  No.  38.    Urbana:  University  of  Illinois,  1928.  84  jj 

*Monroe,  W.  S.,  Hindman,  D.  A.,  and  Lundin,  R.  S.  "Two  Illustrations  oj 
Curriculum  Construction,"  University  of  Illinois  Bulletin,  Vol.  25,  No.  2l[ 
Bureati  of  Educational  Research  Bulletin  No.  39.  Urbana :  University  cj 
Illinois,  1928.    53  p. 

Odell,  C.   W.     "A  Glossary  of  Three  Hundred  Terms  Used  in   Educatioiuj 

Measurement  and  Research,"   University  of  Illinois  Bulletin,  Vol.  25,  Nil 

28,  Bureau  of  Educational  Research  Bulletin  No.  40.     Urbana:  Universitl 

.     of  Illinois,  1928.    68  p. 

^Ionroe,  W.  S.  and  Herriott,  M.  E.  "Reconstruction  of  the  Secondary-Schwl 
Curriculum :  Its  Meaning  and  Trends,"  University  of  Illinois  Bulletin,  Vc'[ 
25,  No.  42,  Bureau  of  Educational  Research  Bulletin  No.  41.  UrbansI 
University  of  Illinois,  1928.     120  p. 


TEN  YEARS  OF  EDUCATIONAL 
RESEARCH,  1918-1927 


PART  II 


\ 


I 


1' 


CHAPTER  I 
INTRODUCTION 

Scope  of  list  of  reports  of  educational  research  and  related  ma- 
terials. The  following  list  is  intended  to  include  all  '"worth-while" 
reports  of  educational  research  and  related  materials  which  have  been 
published  in  this  country  during  the  past  ten  years — that  is,  from 
January,  1918,  to  the  time  of  going  to  press — except  articles  in  peri- 
odicals and  certain  other  more  or  less  regular  publications,  such  as  the 
routine  reports  of  city  superintendents,  state  departments  of  education, 
and  the  Biennial  Survey  of  the  United  States  Bureau  of  Education. 
Also,  there  have  been  included  materials  published  in  English  outside 
of  the  United  States  in  so  far  as  they  deal  with  education  in  this 
country.  Furthermore,  books  that  originally  appeared  prior  to  1918 
but  which  have  been  revised  since  that  date  are  included  if  so  doing  is 
justified  on  other  grounds. 

The  adjective  "worth-while"  is  used  to  describe  writings  that  have 
a  distinct  value  or  interest  to  research  workers  in  the  field  of  educa- 
tion. All  doctors'  theses  in  education  have  been  listed  whether  they 
have  appeared  in  printed  form  or  not  and  even  though  in  some  cases 
they  seem  scarcely  to  deserve  the  name  of  research.  Masters'  theses, 
however,  have  not  been  included  unless  they  have  been  published  and 
have  appeared  to  merit  inclusion. 

The  criterion  used  to  determine  whether  texts  and  other  books 
should  be  included  was  that  they  contain  accounts  of  research  not 
available,  or  at  least  not  readily  available,  elsewhere.  The  mere  fact 
that  a  book  quotes  or  refers  to  a  considerable  amount  of  educational 
research  was  not  considered  a  sufBcient  reason  to  justify  its  being 
listed,  but  so  long  as  it  contains  something  of  this  nature  not  found 
iclsewhere  it  was  not  required  that  a  volume  be  devoted  entirely  or 
(largely  to  reporting  research.  If  it  seemed  doubtful  whether  or  not 
|a  book  should  be  included,  it  was  ordinarily  given  the  benefit  of  the 
jdoubt  and  its  title  placed  in  the  list.  A  few  books,  chiefly  those  deal- 
ing with  educational  statistics,  have  been  included  because  they  treat 
3i  the  procedures  and  techniques  of  research,  even  though  they  can- 
not be  said  in  all  cases  to  be  either  reports  or  results  of  research. 
Text  books  and  other  treatises  dealing  with  statistics  from  the  pure- 
y  mathematical  standpoint  or  from  any  other  than  that  of  education 
|iave  not  been  included.  Standardized  tests  and  other  measuring  in- 
jitruments  have  not  themselves  been  listed.  Test  manuals  and  book- 
ets  of  directions  have  been  included  if  they  contain  accounts  of  deriva- 

147 


148  Bulletin  No.  42 

tion  or  of  critical  studies,  or  are  the  original,  most  important,  or  mo 
readily  available  reports  of  norms. 

Most  descriptions  of  education  in  foreign  countries  which  conta 
a  more  or  less  general  account  of  a  whole  system  have  been  include 
even  though  they  cannot  be  said  to  be  reports  of  research.  Likewis 
publications  giving  the  history  of  various  colleges  and  other  institutio) 
of  higher  learning  have  been  listed,  as  well  as  the  biographies  or  auti 
biographies  of  prominent  educators.  A  number  of  the  references  givf 
have  been  considered  worthy  of  inclusion  because  of  the  fact  that  th>l 
contain  rather  extensive  bibliographies.  Indeed,  a  few  of  them  a 
mere  bibliographies  and  nothing  else. 

Several  types  of  writings  have  been  omitted.     Materials  of  p^ 
marily  local  interest,  such  as  surveys  or  reports  of  test  scores  or  oth 
data  for  a  single  city  or  county  system,  or  in  some  cases  for  a  sm; 
group  of  systems,'  have  been  omitted  unless  distinguished  by  sor, 
special  feature  which  indicates  that  they  are  not  of  a  routine  charact 
and  hence  would  be  of  value  to  persons  at  work  elsewhere.     Amo)i 
such  special  features  are  unusual  analyses  of  test  results,  collections 
comparative  data  not  available,  or  at  least  not  readily  available,  eh 
where  in  the  same  form,  and  the  use  of  research  procedures  not  co> 
monly  employed  in  similar  situations.    Although  the  regular  reports 
state  departments  of  education  have  not  been  included,  state  surve 
reports  of  scores  from  the  state-wide  use  of  tests,  and  other  more 
less  similar  material  derived   from  studies  covering  whole  states, 
even  fairly  large  portions  thereof,  have  been  included  as  possesst 
more  or  less  general  interest.    Mere  descriptions  of  procedures  or  sj 
cial  features  of  a  school  system,  even  though  they  are  decidedly  t 
usual,  have  not  been  included.    Reports  of  psychological  research  whl 
appear  to  have  no  direct  connection  with  education  have  been  omitt 
Some  writings  that  might  be  classified  as  educational  research  hj 
been  omitted  on  the  general  ground  that  they  are  too  unimportant 
be  worth  giving.    Many  of  these  are  very  brief,  perhaps  only  a  portr 
of  a  page,  and  frequently  are  summarized 'or  quoted  from  a  much  me 
complete  study  that  has  been  included. 

It  was  found  impossible  to  secure  and  examine  all  writings 
which  the  title  was  known.  In  the  case  of  books,  an  eflfort  was  ms 
to  find  reviews  which  might  give  helpful  information.  In  most  cas 
however,  it  was  necessary  to  base  the  decision  as  to  whether  to  inch 
the  publication  merely  upon  the  title,  perhaps  aided  by  a  genei 
knowledge  of  the  kind  of  writing  usually  done  by  the  author.  It 
probable  that  a  small  numl)er  of  references  have  been  included  wh 

J 

i 


i 


\ 


Ten  Years  of  Educatioxal  Rese.\rch,  1918-1927  149 

0  not  belong  in  the  list  and  perhaps  a  few  "worth-while"  ones  have 
een  excluded. 

Method  of  compiling  list.     Persons  using  this  list  of  reports  of 

icational  research  and  related  writings  will  doubtless  ask  concerning 

completeness.    Xeedless  to  say,  absolute  completeness  is  impossible, 

s  is  likewise  a  definite  statement  of  how  nearly  that  desirable  goal  has 

n  attained.    An  effort  was  made,  however,  to  make  the  list  just  as 

jniplete  as  possible  without  an  unreasonable  expenditure  of  time  and 

loney  to  secure  additional  references.     Some  idea  of  how  nearly  it 

Dproaches  completeness  may  be  gained  from  the  following  list  ot  the 

lief  sources  which  were  consulted  in  its  preparation. 

1.  All  material  filed  or  indexed  at  the   Bureau   of   Educational 
esearch,  University  of  Illinois. 

2.  All  material  shelved  or  cataloged  at  the  Education  Seminar  of 
le  University  of  Illinois. 

3.  All  material  classified  under  education,  psycholog}',  and  other 
■lated  headings  in  the  general  library  of  the  University  of  Illinois. 

4.  Material  in  the  professional  libraries  of  several  members  of  the 
:ulty  of  the  College  of  Education,  University  of  Illinois. 

5.  The  United  States  Bureau  of  Education  record  of  current  edu- 
tional  publications. 

»6.  Lists  of  publications  received  by  the  following  periodicals : 
A.  Journal  of  Educational  Research 
B.  Journal  of  Educational  Psychology 

C.  Elementary  School  Journal 

D.  School  Review 

E.  Educational  Administration  and  Supervision 

F.  Journal  of  Applied  Psychology 

7.  All  bibliographies  in  publications  of  the  Bureau  of  Educational 
search  and  those  listed  in  the  "Bibliography  of  Bibliographies." 

8.  All  known  educational  series  such  as  yearbooks,  monographs, 
search  bulletins,  and  so  forth. 

In  addition,  a  circular  request  for  information  concerning  publica- 

^ns  issued  since  January  1,  1918,  which  might  be  classified  under  the 

id  of  reports  of  educational  research,  was  addressed  to  all  State 

Apartments    of    Education,    State    Teachers'    Associations,    and    to 

mdations  and  other  educational  associations.     In  compiling  the  list 

foundations  and  other  educational  associations,  the  1926  JJandhook 

Educational  Associations  and  Foundations  in  the  United  States,  is- 

;d  by  the  United  States  Bureau  of  Education,  was  used  as  a  source 

I  information.    A  similar  letter  of  inquiry  was  addressed  to  a  number 


'The   Bureau  of  Educational   Research  has   issued  coniiiilations   of   the  titles  of  mas 
and  doctors'  theses  since   1917. 


150  Bulletin  No.  42 

of  colleges  of  education  and  educational  publishers.  The  response 
these  two  circular  inquiries  was  very  gratifying.  Examination  of  1 : 
replies  indicated  that  information  had  been  contributed  by  practica 
all  of  those  addressed  who  probably  had  published  reports  of  edui 
tional  research  during  the  period  under  consideration.  Only  one  ec 
cational  institution  known  to  publish  monographs  and  bulletins  < 
clined  to  supply  the  information  desired. 

In  compiling  the  titles  of  doctors'  theses  in  Education,  prelimim  ■ 
lists  for  all  institutions  conferring  this  degree  were  prepared  from  i : 
records  in  the  Bureau  of  Educational  Research.^    These  prelimim^ 
lists  were  mailed  to  the  several  institutions  for  correction.    Correc'  I 
lists  were  received  from  all  institutions.    Hence,  it  is  believed  that  • : 
list  of  titles  of  doctors'  theses  in  education  for  the  period  1918-27; 
complete  and  accurate.    Doctors'  theses  for  this  period  are  indica  1 
in  the  following  pages  by  an  asterisk   (*).    The  date  is  that  of  'p 
calendar  year  during  which  the  degree  was  actually  conferred.    Inf  •■ 
mation  in  regard  to  the  publication  of  the  thesis  has  been  incluc  I     ' 
whenever  it  was  known.     In  case  the  thesis  has  been  published  ii  i   r 
form  not  known  to  be  identical  with  the  original,  the  reference  >   li 
given  after  the  word  See.     A  few  titles  for  degrees  to  be  confer:  1 
during  the  calendar  year  of  1928  have  been  included,  but  no  effort  Ij^ 
been  made  to  secure  such  titles.    A  number  of  titles  of  theses  for  < 
grees  conferred  prior  to  January  1,   1918,  have  been  published  sis 
this  date.     These,  of  course,  have  been  included,  but  no  attempt  1 
been  made  to  identify  them. 

The  form  of  bibliographical  references.    Since  the  list  of  title; 
a  very  lengthy  one,  it  seemed  desirable  to  shorten  the  form  of  biblll 
graphical  references  as  much  as  possible  and  yet  give  the  essential 
formation.     The  shortening  has  been  accomplished  by  omitting  sup 
fluous  information  and  by  using  abbreviations.    The  names  of  w 
known  publishers  have  been  changed  by  using  a  single  word  for 
complete  name.     For  example,  The  Macmillan  Company  is  given 
"Macmillan,"  and  Charles  Scribners'  Sons  as  "Scribners."    In  the  c 
of  the  publications  of  the  United  States   Bureau  of  Education  i 
other  departments  of  the  Federal  Government,  the  "Superintendent 
Public  Documents,  Government  Printing  Office"  has  been  omitted 
cause  it  is  generally  understood  that  this  office  should  be  addres 
when  ordering  government  publications.    The  name  of  an  educatio  1 
institution  or  of  a  Bureau  of  Educational  Research  has  been  omit! 


Ten  Years  of  Educational  Research,  1918-1927 


151 


\ien  preceding  information  in  the  reference  clearly  indicates  the  in- 
jtution  or  Bureau  to  be  addressed  in  ordering  a  copy  of  the  publica- 
t>n,  In  giving  information  concerning  the  titles  of  doctors'  theses  in 
■  iication,  the  name  of  the  institution  conferring  the  degree  has  been 
rtened,  usually  to  a  single  word.  For  example,  "Illinois"  has  been 
led  in  the  place  of  University  of  Illinois,  and  "Peabody"  in  the  place 
(  George  Peabody  College  for  Teachers.  In  general,  initials  have 
ten  used  for  given  names  unless  there  was  only  one.  Other  abbre- 
\itions  have  been  used  for  various  words  and  phrases.   The  following 


It  is  given  for  reference. 


ABBREVIATIONS^ 


.ad.,  Academy 

-ct.,  Accounts,  Accounting 

m.,  Administration 

v.,  Advancement 

,  Agriculture,  Agricultural 

^er.,  America,  American 

,  Annual 
sn..  Association 

'  ,  Board 
,  Book 
'  ,  Bulletin 
'.,  Bureau 

h.,  Catholic 

th.  U.,  Catholic  University  of 
America 
>  .,  Circular 
Ll.,  College 

Cm.,  Commission,  Committee 
C|mp.,  Comparative 
C|n.,  Council 

if.,  Conference 

It.,  Contribution 

,  City 
-  r.,  Curriculum 

1  pt.,  Department 
1  ;t.,  District 
1  .,  Division 
I  c,  Document 

1  ,  Education,  Educational 
1 .  Elementary 
J  ?.,  English 


E.  R.,  Educational  Research 
Exp.,  Experiment,  Experimental 
Ext.,  Extension 

Fed.,  Federal 
End.,  Foundation 

Gen.,  General 

Govt.,  Government,  Governmental 

Grad.,  Graduate 

Hist.,  Historical 

Hlth.,  Health 

H.  S.,  High  School 

I.,  Illinois 

Inst.,  Institute,  Institution 
Instr.,  Instruction 
Internatl.,  International 

J.  E.  R.,  Journal  of  Educational 

Research 
Jour.,  Journal 

Lf.,  Leaflet 
Lib.,  Library 

Math.,  Mathematics,  Mathematical 
Meas.,  Measurement 
Med.,  Medicine 
Mono.,  Monograph 
Mtg.,  Meeting 

N.  A.  S.,  National  Academy  of  Science 
Natl.,  National 


-It  was  not  considered  necessary  to  include  in  this  list  well-known  abbreviations,  such 
a*hose  for  names  of  states. 

'  In  some  cases,  an  abbreviation  stands  for  one  of  two  or  more  forms  of  the  same 
"      I,        instance,  "Stat."  stands  for  "Statistics"  or  "Statistical,"  and  "Teh."  for  "Teacher," 

^chers,"  or  "Teaching."    The  conte.xt  will  enable  the  reader  to  determine  the  form  of  the 

il  tor  which  the  abbreviation  stands. 


152 


Bulletin  No.  42 


N.  C.  A.,  North  Central  Association 

N.  E.  A.,  National  Education  Asso- 
ciation 

N.  S.  C.  T.  E.,  National  Society  of 
College  Teachers  of  Education 

N.  S.  S.  E.,  National  Society  for  the 
Study  of  Education 

Off.,  Office,  Official 

p.,  page 

Phys.,  Physical 

Pr.,  Press 

Prin.,  Principal 

Proc,  Proceedings 

Psy.,  Psychology,  Psychological 

pt.,  part 

Ptg.,  Printing 

Pub.,  Public,  Publishing,  Publications 


ji 


Sc,  Science 

Sch.,  School 

Sec,  Secondary 

sen,  series 

Soc,  Society,  Social 

St.,  State 

Stat.,  Statistics,  Statistical 

Stud.,  Study,  Studies 

S.  U.  I.,  State  University  of  Iowa 

Supp.,  Supplement,  Supplementary 

Supt.,  Superintendent,  Superintended 

Sur.,  Survey 

T.  C,  Teachers  College,  Columbia 

University 
T.  C.  C,  Teachers  College  Contributior] 
Teh.,  Teacher,  Teaching 
Tr.,  Training 
Trans.,  Transactions 


Qr.,  Quarterly 

Rcf.,  Reference 

Reorg.,  Reorganization 

Res.,  Research 

Rpt.,  Report 

R.  S.  F.,  Russell  Sage  Foundation 

Rv.,  Review 


U.,  University 

v.,  volume 
Vent.,  Ventilation 

Wk.,  Week 
Wlf.,  Welfare 

Yrbk.,  Yearbook 


i 


CHAPTER  II 

:EPORTS  OF  EDUCATIONAL  RESEARCH  AND  RELATED 
MATERIALS,  1918-1927 

1.  Abbott,  Ali.ax,  et  al.    Covipositioi  Standards.     Xew  York:    Bur.  of  Pub., 

T.  C,  1927.     66  p. 

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f 


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i 


,  Ij 


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« 


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iSa 

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\ 


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934.  Fisher,  C.  H.    "A  Study  of  Certain  Features  of  School  Support,"  6th  / 

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tion  of  Religion  in  Social  Evolution.     Boston,  1919. 

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938.  FiTZF.vTKicK,  E.  A.     "How  Wisconsin  Finances  Echication,"  Jl'is.  Ed.  t 

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939.  FiTZPATRiCK,  E.  A.  and  Hutson,  P.  W.  The  Scholarship  of  Teachers  in 
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940.  FiTZPATRiCK,  E.  A.  and  Turner,  J.  M.  "An  Inventory  Description  of  Wis- 
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941.*Flanders,  J.  K.   Legislative  Control  of  the  Elementary  Curriculum.  Teach- 
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942.*Flemming,    C.    W.      A   Detailed   Analysis   of   Achievement   in   the   High 
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•^  Character  Traits  for  Success.    Teachers  College,  1926.    T.  C.  C,  no.  196. 

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943.  Flemming,  C.  W.,  et  al.  "Educational  Progress  in  Wisconsin,  1918-1920." 
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944.  Flexner,  Abraham.  Medical  Education:  A  Comparative  Stttdv.  New 
York :  Macmillan,  1925.    334  p. 

\'^  945.  Flexner,  Abr.\ham  and  Bach  max,  F.  P.     The  Gary  Schools,  A  General 

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948.  Flounders,   G.   W.     "Educational    Measurements    in    the     Building    and 

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949.  Flowers,  W.   R.     "An   Experiment  in  Measuring  the   Handwriting   of  a 

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J  950.  Flynn,  ^I.  C.     "Classification  According  to  Promotion  Age,"     2nd  Yrhk., 
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952.  FoGHT,  H.  W.,  et  al.     Comparative  Education;  Studies  of  the  Educational 

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953.  Folks,  G.  H.  "Farm  Labor  Versus  School  Attendance."  New  York : 
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954.  Folks,  G.  H.  "Schools,"  Child  Welfare  in  Tennessee.  New  York :  Natl. 
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955.  Folks,  G.  H.  "Rural  School  Attendance,"  Rural  Child  Jl'elfare.  New 
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956.  FooTE,  J.  M.  "A  Comparative  Study  of  Instruction  in  Consolidated  and 
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957.*FoRAN,  T.  G.  Elcmcntarv  Statistical  Methods.  Washington:  Cath.  Ed. 
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958.  FoR.vN,  T.  G.  "The  Elementary  School  Teacher's  L'ses  of  Educational 
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959.  FoRAX,  T.  G.  "The  Measurement  of  Ability  in  Spelling,"  Cath.  U.  E.  R. 
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ic* 


■.II 


0 


198  Bulletin-  No.  42 

961.*FoRAX,  T.  G.  Measurements  in  the  Fundamentals  of  Arithmetic.  Cath- 
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962.  FoR.\N-,  T.  G.  "The  Present  Status  of  Silent  Reading  Tests,  Parts  1,  2," 
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963.*FoRD,  W.  S.  Some  Administrative  Problems  of  the  High  School  Cafeteria. 
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964.  FoRDVCE,  Charles.  "Note  on  the  Correlations  Between  General  Teaching 
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966.*FoREST,  I.  G.  Preschool  Education :  A  Historical  and  Critical  Study. 
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967.*FosDiCK,  A.  M.  A  Study  of  the  Experience,  General  Education,  and  Pro- 
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968.  Foster,  C.  R.    Extra-curricular  Activities  in  the  High  School.    Richmond: 

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969.  Foster,  H.  H.     "The  Status  of  Smith-Hughes  Practice  Teaching,"  N.  S. 

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975.  FowLKES,  J.  G.     "The  Accounting  of  Public  School  Expenditures  in  Wis- 

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976.*FovvLKES,   J.    G.      School   Bonds.     Teachers    College,    1924.     Milwaukee^ 

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980.*Franzen,  C.  G.  F.    A  Comparison  Between  General  and  Special  Methods 

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in  Ed.,  V.  2,  no.  3.     Iowa  City.    36  p. 


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982.  Fraxzex,   C.    G.    F.      "A    Comparison   of   the   Results    Made   on   Certain 

Standardized  Tests  by  Pupils  in  the  Bloomington  High  School  Who 
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983.  Fraxzex,   C.    G.    F.     "An   Experiment    in   the   Content   of   High   School 

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984.  Fr.\xzen,  C.  G.  F.  and  Young^  H.  H.     "An  Experiment  in  Interference 

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987.*Fr.'\sier,  G.  W.    The  Control  of  City  School  Finances.    Teachers  College, 

1922.     Milwaukee,  Wis. :    Bruce  Pub.  Co.,  1922.     132  p. 
988.*Fredex,  Gustaf.     Age-Grade  and   Progress   Indices   for  the   Public   Ele- 
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Iowa  City,  1927.    52  p. 
989.*Freeland,  G.  E.     Experimental  Studies  in  Learning  and  Practice.     Clark, 

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990.  Freeland,  G.  E.     The  Improvement  of  Teaching.    New  York:    Macmillan, 

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991.  Freeman,  F.  N.     "Handwriting,"  Siir.  of  the  St.  Louis  Pub.  Sch.,  pt.  2. 

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993.  Freeman,  F.  N.     "Illumination  Requirements  of  School  Buildings,"  N.  E. 

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994.  Freeman,  F.  N.     "Principles  of  Method  in  Teaching  Writing  as  Derived 

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996.  Freeman,  F.  N.     "What  Can  Motion  Pictures  Contribute  to  Education?" 

12th  Yrbk.,  N.  S.  C.  T.  E.    Chicago :    U.  Pr.,  1924. 

997.  Freeman,  F.  N.     "Handwriting,"  3rd  Yrbk.,  Dept.  of  Supt.     Washington  : 

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998.  Freeman,  F.  N.    Mental  Tests.     Boston:    Houghton  Mifflin,  1926.     503  p. 

999.  Freeman,   F.   N.   and   Dougherty,   M.   L.     Hozv   to    Teach   Handzvriting. 

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1018.  FuRST,  Clyde  and  Kandel,  I.  L.     Pensions  for  Public  School  Teachers 

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J 


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•  M 


( 


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1322.*Hertzler,  S.  The  Rise  of  the  Public  High  School  in  Connecticut.  Yale, 
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H'Hoi 
I 


.\ 

t'Hoii 
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iHou 


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II 


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1419.  HousH,  E.  T.    "Analj'sis  of  the  Vocabularies  of  Ten  Second-Year  Read- 

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1420.  Houston,  William.     The  Church  at  the  University;  Her  Opportunities,. 

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1422.  Howard,  George  and  Lohr,  L.  L.     "A  County-Wide  Plan  for  the  Organi- 

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1426.*Hubbell,  L.  G.  The  Development  of  University  Departments  of  Educa- 
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1430.*HuGHES,  C.  L.  The  Development  and  Present  Status  of  Music  Instrud 
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h. 


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1462.  HuRD,  A.  W.     "A   Study  of  the  Relative  Values  of  the  Topical  A'ersui 

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1471.*Hypes,  J.  L.  Social  Participation  in  a  Rural  New  England  Towi. 
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30.     Washington,  1923.    60  p. 


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I 


224  Bulletin  Xo.  42 


II 


1505.*Jexning?,  E.   D.     Educational   Ethciency ;   A   Study  of  the  Work  of  the 

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1517.  Johnsen,  J.  E.    A  Federal  Depart}nciit  of  Education.     New  York:  H.  V 

Wilson  Co.,  1926.     129  p. 
Johnsen,  J.  E.    See  2516. 

1518.  Johnson,  B.  J.     Mental  Grozcth  of  Children  in  Relation  to  the  Rate  c 

Growth  in  Bodily  Development.     New  York:  Dutton,  1925.     160  p 
Johnson,  B.  J.    See  1453. 

1519.  Johnson,  B.  W.    "Trades  and  Industries,"  Tex.  Ed.  Sur.  Rpt.,  v.  7,  pt.  .fj 

Austin:  Tex.  Ed.  Sur.  Com.,  1924,  p.  82-166. 
1520.*JoHNSON,   George.     The   Curriculum   of   the   Catholic   Elementary   Schocl|i 

Catholic  University,  1919.     Washington :  George  Johnson,  1919.     121 
1521.*JoHNSON,  G.   B.     Organization   of   the   Required   Physical   Education  f< 

Women  in  State  Universities.    Teachers  College,  1927.    T.  C.  C,  no.  25 

New  York:  Bur.  of  Pub.,  1927.    171  p. 
1522.  Johnson,  H.  M.    "A  Nursery  School  Experiment,"  Bur.  of  Ed.  Exp.  Bv 

no.  11.    New  York,  1922.     (Rev.  1925.    82  p.) 
1523.*JoHNSON,  O.  J.     The  St.  Paul  Non-\'erbal  Intelligence  Examination  6 

Primary  Pupils.     Minnesota,  1921.     Worcester,  Mass.,  1923. 
1524.*  John  SON,  R.  I.     English  Expression :  A  Junior-College  Curriculum  Stud 

Chicago,    1923.     See:    English    Expression,   A    Study    in    Curriculut 

Building.     Bloomington,  111. :  Pub.  Sch.  Pub.  Co.,  1926.     106  p. 


5 


1.1 


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1525.*JoHXsox,  W.  E.  The  Formulation  of  Standards  of  Educational  Achieve- 
ment for  a  State.  Minnesota,  1919.  Minneapolis :  U.  of  Minn.,  1920. 
n  p.    Also :  Brookings,  S.  D. :  St.  Col.  of  Ag.  and  Mechanic  Arts,  1919. 

1526.*JOHNSOX,  VV.  H.  The  Mental  Growth  Curve  of  Secondary  Students. 
Chicago,  1923. 

1527.  Johnston,  C.  H.,  et  al.  Junior-Senior  High  School  Administration.  New 
York:  Scribners,  1922.     399  p. 

Johnston,  J.  R.    See  1200. 
Johnston,  "x.  B.    See  2048. 

1528.  Jones,  A.  J.  "Preliminary  Report  of  the  Committee  on  the  Prepara- 
tion of  Curricula  for  the  Professional  Training  of  Different  Types  of 
Teachers,"  Ed.  Mono.,  N.  S.  C.  T.  E.,  no.  8.  Chicago:  U.  Pr.,  1919, 
p.  62-73. 

1529.  Jones,  A.  J.  "What  is  the  Junior  High  School?"  8th  An.  Schoolmen's  U'k. 
Proc,   1921.     Philadelphia:   U.   of   Pa.,  1921,  p.   165-71. 

1530.  Jones,  A.  J.  "The  Professional  Curriculum  of  the  College  of  Education 
in  the  Light  of  Job  Analvsis  of  Teaching,"  13th  Yrbk.,  N.  S.  C.  T.  E. 

Chicago:  U.  Pr..  1924. 
Jones,  B.  F.    See  2745. 

1531.  Jones,  C.  T.     "Very  Bright  and  Feeble-Minded  Children,"    Training  Sch. 

Bui,  no.  20.     \'ineland,  N.  J.,  1920. 
Jones,  E.  E.    S.ee  760. 

1532.  Jones,  E.  S.     "Testing  and  Training  the  Inferior  Freshman,"   U.  of  Buf- 

falo Stud.,  v.  5,  no.  3.     Buffalo,  1927. 

1533.  JoNTS,  H.  E.     "Experimental  Studies  of  College  Teaching,  The  Effect  of 

Examination  on  Permanence  of  Learning,"  Archives  of  Psw,  no.  68. 
New  York:    Columbia  U.,    1923.     70   p.  " 

1534.  loNES,   H.   E.     "A  First   Study  of   Parent-Child   Resemblance   in   Intelli- 

gence," 27th   Yrbk.,  N.  S.  S.  E.,  pt.   1.     Bloomington,   111.:   Pub.   Sch. 

Pub.  Co.,  1928,  p.  61-72. 
535.   Tones.  L.  G.  E.     The  Training  of  Teachers  in  England  and  Wales.    New 

York:  Oxford  U.  Pr.,  1924.     486  p. 
(536.  Jones,  Lonzo  and   Rich,  G.   M.     "Achievement  as  Affected  by  Amount 

of  Time  Spent  in  Stud}',"  27th  Yrbk.,  N.  S.  S.  E.,  pt.  2.    Bloomington, 

111.:  Pub.  Sch.  Pub.  Co.,  1928,  p.   131-34. 
[537.  Jones,   R.   G.,   ct  al.     "The   Elementary   School   Curriculum,"   2nd    Yrbk., 
'  Dept.  of  Supt.     Washington :  N.  E.  A.,  1924.     296  p. 

538.  Jones,  R.  G.,.et  al.    "The  Social  Studies,"  4th  yrbk.,  Dept.  of  Supt.    Wash- 
ington :  N.  E.  A.,  1926,  p.  323-78. 
1.539.  Jones,  T.  J.     "Recent  Progress  in  Negro  Education,"  Bur.   of  Ed.  Bui., 

1919,  no.  27.    Washington,  1919.     16  p. 
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332  p. 
541.  Jones,  T.  J.    Education  in  East  Africa.     New  York:  Phelps-Stokes  Fund, 

1925.  416  p. 
542.*JoNES,  V.   A.     Effect  of   Age  and   Experience  on  Tests  of   Intelligence. 

Teachers  College,  1926.     T.  C.  C,  no.  203.     New  York:  Bur.  of  Pub., 

1926.  74  p. 
543.*j0NES,  W.   B.     Job  Analysis  and   Curriculum   Construction   in   the   :Metal 

Trades  Industry:  A  Contribution  to  the  Study  of  Curriculum  Con- 
struction in  Vocational  Education  Based  on  Job  Analysis  of  Pattern 
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Bur.  of  Pub.,  1926.     93  p. 


I 


226  BuLLUTiN  No.  42 


m 


ft?.! 


1544.  Jones,  W.  F.     A  Stiidv  of  Handedness.     Vermillion:   U.  of  S.  D.,   1918. 

80  p.   Also:  Pierre,  S.  D. :  Capital  Supply  Co.,  1918. 
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1545.*JoRD.\N,  A.  M.     Children's  Interests  in  Reading.     Teachers  College,  1919. 

T.    C.    C,   no.    107.     New   York:    Bur.   of   Pub.,    1921.     143   p.     Also: 

Chapel  Hill:  U.  of  N.  C,  1926.     103  p. 
1546.*JoRD.\N,  R.  H.     The  Relationship  Between  Nationality  and  School  Prog- 
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Study  in  Americanization.     Bloomington,  III:  Pub.  Sch.  Pub.  Co.,  1921. 

105  p. 
Jordan,  R.  H.    See  1082. 
1547.*JoRGENSEN,  A.  N.    A  Validation  of  a  Series  of  Silent  Reading  Tests.   Iowa,i 

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Ed.,  V.  4,  no.  3.     Iowa  City,  1927. 
1548.*JossELYN,  H.  W.    Study  of  Secondary  Education  in  Kansas  and  Missouri 

Alichigan,  1921. 
JossELYN,  H.  W.    Sec  1715.  o 

1549.*JuDD,   C.    D.     The    Summer    School   as   an   Agency   for  the   Training  of 

Teachers  in  the  United  States.     Peabody,  1919.     Peabody  Cont.  to  Ed., 

no.  3.     Nashville,  Tenn.,  1919. 

1550.  JuDD,  C.  H.     "The  Appointment  of  Teachers  and  Teacher  Training,"  Sur. 

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1551.  JuDD,  C.  H.    "Arithmetic,"  Sur.  of  the  St.  Louis  Pub.  Sch.,  pt.  2.   Yonkers, 

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1552.  JuDD,    C.    H.      "Non-Promotions    and    Two-Quarter    Promotions    in    thei 

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1552a. JuDD,    C.    H.      "General    Summary   and    Recommendations,"    Rural    Sch.i 
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Dept.  of  Sec.  Sch.  Prin.    Washington^  N.  E.  A.,  1923,  p.  27-34. 

1554.  JuDD,  C.  H  .  "Secondary  Education,"   Tc.v.  Ed.   Sur.  Rpt.,  v.  3.     Austin) 

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1555.  JuDD,   C.   H.     "Needed   Research   in   Elementary   Education,"   15th    Yrbk. 

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1556.  JuDD,  C.  H.    "Psychological  Analysis  of  the  Fundamentals  of  Arithmetic,' 

Supp.  Ed.  Mono.,  no  32.    Chicago :  U.  of  C,  1927.     121  p. 

1557.  JiDu,  C.  H.     "The  I'niquc  Character  of  American  Secondary  Education,' 

Inglis  Lecture.     Cambridge,  Mass. :   Haryard  U.   Pr.,   1928.     64  p. 

1558.  JuDD,  C.  H.  and  Buswell,  G.  T.    "Silent  Reading:  A  Study  of  the  \'ariou$ 

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1559.  Ji'Dii,  C.   H.,  ct  al.     "Reading:   Its  Nature  and  Deyelopment,"  Supp.  Ed 

Mono.,  no.  10.     Chicago:  U.  of  C.  1918.     192  p. 

1560.  JuDD,  C.   H.,  et  al.     Survev   of  the  St.  Louis  Public  Schools.     Yonkers 

N.  Y. :  World,  1918.    3  v. 

1561.  JuDD,  C.  H.,  et  al.     "Report   of  the  Committee  on   Social  Studies  in  th( 

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1562.  JuDD,   C.  H.,   et  al.     ".Administration  and   Superyision,"   Rural  Sch.  Sttr^'h.i 

of  Neiv  York  St.     Ithaca,  N.  Y. :  Cornell  U,  1923.     629  p.  I    15; 

1563.  JuDD,  C.  H.,  et  al.     "Report  of  the  Commission  on  Length  of  Elementarj  •%] 

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JuDD,  C.  H.    See  428,  3055. 


fa 

] 
S 


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1564.  Kai.bach,  L.  A.  and  Neal,  A.  O.  "Organization  o£  State  Departments  of 
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1565.  Kandel,  I.  L.  "The  Reform  of  Secondary  Education  in  France."  Stud, 
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[566.  Kaxdel,  I.  L.     Tzventy-Five  Years  of  American  Education.     New  York: 

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K.\ndel,  I.  L.    See  952,  1018,  2615. 

569.  Kane,  T.  F.  "University  Problems.  Uniform  Methods  of  Calculating 
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S70.*K.\o,  F.  S.     An  Examination  of  the  Project  Method  as  an  Instrument  of 

Teaching  Religion.     Boston,   1923. 
571.*Kaplax,  Gordoxsox.     Historical  Reasons  Advanced  for  the  Teaching  of 
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573.  Keane,  F.  L.     "Human  Engineering  in  Industry,"  Proc.   of  the  5th  An. 

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574.*Keaveny,  T.  L.     The  Rural  Problem  and  the  Catholic  School.     Catholic 

University,  1922.     Washington:  Cath.  Ed.  Pr.,  1922. 
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Kefauver,  H.  J.    See  452. 
577.*Kehr,  M.  W.     a  Comparative  Study  of  the  Curricula  for  ^len  and  Women 
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578.*Keith,  H.  H,     The  Papillary  Lines  of  the  Palm  as  an  Index  of  Inherited 

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|579.  Keith,  J.  A.  H.     "Adequate  Compensation  for  Teachers  in  State  Normal 

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580.  Keith,  J.   A.   H.     "How   Are   the   Normal   Schools   Meeting  the   Need?" 
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1584a.KELLEY,  Denman.  "Correlation  Between  Training  Factors  and  Sue-  i 
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1586.  Kelley,  T.  L.    Statistical  Method.     New  York:  Macmillan,  1923.     390  p. 

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198  p. 

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1593.  Kelly,  F.  T.     "Report  on  Questionnaire  Study  of  Opinions  of  Alumni  of,   | 

the    University    of    J^Iinnesota    Concerning    Courses    and    Methods    ol  j   , 
Teaching  Used  with  Freshmen  and  Sophomores,"  16th  Yrbk.,  N.  S.  C  ^ 
T.  E.    Chicago :  U.  Pr.,  1928,  p.  1-7.  i 

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Kelly,  F.  J.    Sec  2051. 
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of  Amer.  Col.  Bui,  v.  8,  no.  5.     New  York,  1922.     339  p.  I, 

1595.  Kelly,   R.   L.     Theological  Education   in  America.     New   York:   Do  ran  ' 

1924.    456  p.  ! 

1596.*Kelly,  R.  W.    Training  Industrial  Workers.    Harvard,  1919.    New  York  , 

Ronald  Pr.  Co.,  1920.     437  p. 

1597.  Kemp,  W.  W.     "The  Junior-College  Movement  in  California."  8th  Yrbk 

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1598.  Kexxeiiy,  C.  W.    College  Athletics.    Princeton,  N.  T. :  U.  Pr.,  1925.    72  f 
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Schools.     Boston  College,  1925. 
1600.*Kennon,  L.  H.  V.     Tests  of  Literary  Vocabulary  for  Teachers  of  Engjij 
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1601.  Kent,  R.  A.     "A  Study  of  State  Aid  to  Public  Schools  in   Minnesota, 

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1602.  Kei'hart,  a.  p.    Clinical  Studies  of  Failures  7>.'ith  the  JJ'itmer  Eormboan      I 

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1503.  Kern,  W.  M.  "Student  Mortality  in  Secondary  and  Higher  Schools  of  the 
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1604.  Kerr,  G.  P.     "Results  of  Differentiated  Curricula  in  Mathematics,"  Proc. 

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1605.  Kerr,  James.     The  Fundamentals  of  School  Health.     New  York:   Mac- 

millan,  1927.    860  p. 

1606.  Kerr,  W.  H.,  et  al.     "A  Bibliography  of  the  Project  Method  in  the  Ele- 

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Yrhk.,  N.  S.  S.  E.,  pt.  1.     Bloomington,  111. :   Pub.  Sch.  Pub.  Co.,  1921, 

p.   189-221. 
1607.*KiANG,  \V.     Derivation  and  Development  of  Criteria  in  General  Science. 

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on  Statutory  Control  of  School  Moneys,  with  Constructive  Proposals. 

Stanford,  1928. 
1609.*KiEFER,  F.     Manual  Motor  Correlation  in  Superior  Children.    Ohio,  1927. 

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1611.  Kilpatrick,  W.  H.    "An  Effort  at  Appraisal,"  24th  Yrbk.,  N.  S.   S.  E.,  pt. 

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':b 


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St     ■-•■' 
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Ten  Years  of  Educational  Research,  1918-1927  235 


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(I 

IPlk 

L. 

b 


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''fcHO! 


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pt.  2.     Bloomington,  111. :  Pub.  Sch.  Pub.  Co.,  1918,  p.  71-104.  |;   | 

2017.  MoxROE,  W.  S.     Measuring  the  Results  of  Teaching.     Boston:  Houghtor;^'   fa 

Mifflin,  1918.    297  p.  )    | 

2018.  Monroe,  \V.   S.     "Progress  and  Promotion  of  Pupils  in  Certain  Indiam      b 

Citv  and  Rural  Schools,"  Ind.  U.  Stud.,  v.  5,  no.  39.    Bloomington,  Ind.      i 
1918.    54  p.  \i 

2019.  Monroe,  W.   S.     "Studies  in   Arithmetic   1916-1917,"  Bur.   of  Coopcrativi.     | 

Res.  Stud.,  no.  38.     Bloomington:  Ind.  U.,  1918.     40  p. 

2020.  Monroe,  W.  S.     "Next  Steps  in  the  Use  of  Educational  Measurements,':     ta 

6th  An.  Schoolmen's^  IVk.  Proc.     Philadelphia :  U.  of  Pa.,  1919,  p.  64-73       1 

2021.  Monroe,  W.   S.     "Principles  of  Method  in  Teaching  Arithmetic,  as  De 

rived    from    Scientific    Investigation,"    18th    Yrbk.,  N.    S.   S.    E.,   pt.   2a     ti 
Bloomington.  111.:  Pub.  Sch.  Pub.  Co.,  1919,  p.  78-95.  ' 

2022.  Monroe,  W.   S.     "Reasoning  Tests  in   Arithmetic,"  6th  An.  Schoohncn' 

Jl'k.  Proc.     Philadelphia  :''U.  of  Pa.,  1919,  p.  113-19.  fi     . 

2023.  Monroe,   W.    S.     A    Bibliography    of   Standardized    Tests  for   the   Hig,' 

School.     Bloomington,  111.:  Pub.  Sch.  Pub.  Co.,  1920.     321  p. 

2024.  Monroe,  W.   S.     "The   Illinois  Examination,"   Bur.  of  E.  R.  Bui,  no.  (       ■, 

Urbana:   U.  of   I.,   1921.     70  p.  ' 

2025.  Monroe,   W.   S.     "Report   of   Division   of   Educational  Tests   for  '19-20, 

Bur.   of  E.  R.  Bui,  no.  5.     Urbana:   U.  of  I.,  1921.     64  p. 

2026.  Monroe,  \V.   S.     "Types  of  Learning  Required  of  Pupils  in  the  Sevent  ■     '^ 

and  Eighth  Grades  and  in  the  High  School,"  Bur.  of  E.  R.  Bui.,  no.  ',  i 
Urbana:   U.   of   I.,   1921.     16  p.  ;       „ 

2027.  Monroe,   W.    S.      "A    Critical    Study   of    Certain    Silent   Reading   Tests,  ^ 

Bur.  of  E.  R.  Bui.,  no.  8.    Urbana :  U.  of  I.,  1922.    52  p. 

2028.  Monroe,  W.   S.     "Definitions  of  the  Terminology'  of  Educational   Meas 

uremcnts,"  Bur.  of  E.  R.  Cir.,  no.  13.     L^rbana :  U.  of  I.,  1922.     18  p. 

2029.  Monroe,   W.    S.      "Educational   Tests    for   Use   in    Elementary    Schools 

Bur.  of  E.  R.  Cir.,  no.  15.    Urbana  :  U.  of  I.,  1922.    22  p.  ^' 


Tex  Years  of  Educational  Research,  1918-1927  249 

2030.  Monroe,  W.  S.     "Relation  of  Sectioning  a  Class  to  the  Effectiveness  of 

Instruction,"  Bur.  of  E.  R.  Bui.,  no.  11.    Urbana :  U.  of  I.,  1922.     18  p. 

2031.  Monroe,  W.   S.     "Written   Examinations  and  Their   Improvement,"   Bur. 

of  E.  R.  Bui,  no.  9.    Urbana :  U.  of  I.,  1922.    71  p. 

2032.  Monroe,    W.    S.      "The    Constant    and    Variable    Errors    of    Educational 

Measurements,"   Bur.   of  E.  R.  Bui,  no.   15.     Urbana:  U.  of   I.,   1923. 
30  p. 

2033.  Monroe,  \V.  S.     "Educational  Guidance  in  High  Schools,"  Bur.  of  E.  R. 

Cir.,  no.  23.     Urbana:  U.   of  I.,   1923.     14  p. 

2034.  Monroe,  W.  S.     "Educational  Tests  for  Use  in  High  Schools,"  Bur.  of  E. 

R.  Cir.,  no.  18.    Urbana:  U.  of  I.,  1923.     18  p. 

2035.  Monroe,   W.   S.     An  Introduction   to   the   Theory   of  Educational  Meas- 

urements.    Boston  :  Houghton  Mifflin,  1923.     364  p. 

2036.  Monroe,  W.  S.     "Making  a  Course  of  Study,"  Bur.  of  E.  R.  Cir.,  no.  35. 

Urbana:    U.  of  I.,  1925.     35  p. 

2037.  Monroe,  \V.   S.     "The  Duties  of  Men  Engaged  as  Physical  Directors  or 

Athletic  Coaches  in  High  Schools,"  Bur.  of  E.  R.  Bui,  no.  30.    Urbana : 
U.   of  I.,   1926.     22  p. 

2038.  Monroe,    W.    S.     "The    Undergraduate    Curriculum    in    Education,"    15tli 

Yrhk.,  N.  S.  C.   T.  E.     Chicago:  U.  Pr.,  1926,  p.  26-34. 

2039.  AIoNROE,  W.   S.     Directing  Learning  in  the  High  School.     Garden  Citj% 

N.  Y. :  Doubleday  Page,  1927.    577  p. 

2040.  Monroe,  W.  S.  and  Asher,  Ollie.     "A  Bibliography  of  Bibliographies," 

Bur.  of  E.  R.  Bui,  no.  36.     Urbana :  U.  of  I.,  1927.    60  p. 

2041.  Monroe,   W.   S.   and   Buckingham,  B.   R.     "Teacher's   Handbook,"    The 

Illinois  Examination  1  and  2.     Bloomington,  111. :   Pub.   Sch.  Pub.  Co., 
1920.     32  p. 

2042.  Monroe,   W.    S.   and   Carter,   R.    E.     "The   Use   of   Different   Types   of 

Thought  Questions  in  Secondary  Schools  and    Their  Relative  Difficulty 
for  Students,"  Bur.  of  E.  R.  Bui,  no.  14.    Urbana :  U.  of  I.,  1923.    26  p. 

2043.  Monroe,  W.  S.  and  Clark,  J.  A.     "Measuring  Teaching  Efficiency,"  Bur. 

of  E.  R.  Cir.,  no.  25.    Urbana :  U.  of  I.,  1924.    26  p. 

2044.  Monroe,  W.  S.  and  Clark,  J.  A.     "The  Teacher's  Responsibility  for  De- 

vising Learning  Exercises  in  Arithmetic,"  Bur.   of  E.  R.  Bui,  no.  31. 
Urbana :  U.  of  I.,  1926.    92  p. 

2045.  Monroe,   W.    S.   and   Englehart,    M.    D.       "The   Techniques    of    Educa- 

tional Research,"  Bur.  of  E.  R.  Bui,  no.  38.     Urbana:  U.  of  I.,  1928. 
84  p. 

2046.  Monroe,   W.   S.   and  Foster,   I.   O.     "The   Status  of   the   Social   Sciences 

in  the  High  Schools  of  the  North  Central  Association,"  Bur.   of  E.  R. 
Bui,  no.  13.     Urbana :  U.  of  I.,  1922.     38  p. 

2047.  Monroe,  W.  S.  and  Herriott,  M.  E.    "Objectives  of  United  States  History 

in   Grades   Seven   and   Eight,"   Bur.    of  E.   R.   Bui,   no.   33.     Urbana : 
U.  of  I.,  1926.    68  p. 
JlWa.MoNROE,  W.  S.  and  Herriott,  M.  E.     "Reconstruction  of  the  Secondary- 
'  School  Curriculum  :  Its  Meaning  and  Trends,"  Bur.  of  E.  R.  Bui,  no. 

41.     Urbana:  U.  of  I.,  1928.     120  p. 
,  |i048.  Monroe.  W.  S.  and  Johnston,  N.  B.     "Reporting  Educational  Research," 
nglf-"*  Bur.  of  E.  R.  Bui,  no.  25.     Urbana:  U.  of  I.,  1925.    63  p. 

'!049.  Monroe,  W.   S.   and   Mohlman,   D.   K.     "Training  in  the   Technique   of 
I  Study,"  Bur.  of  E.  R.  Bui,  no.  20.     Urbana :  U.  of  I.,  1924.     66  p. 

::  li    |050.  Monroe,  W.  S.  and  Souders,  L.  B.     "The  Present  Status  of  Written  Ex- 
y  Scho*  '  aminations   and    Suggestions    for   Their   Improvement,"   Bur.    of  E.    R. 

Bui,  no.    17.     Urbana:  U.   of   I.,   1923.     77  p. 


,• 


250  Bulletin  No.  42 

2051.  Monroe,  W.  S.,  et  al.    Educational  Tests  and  Measurements:  Revised  and 

Enlarged  Edition.     Boston :   Houghton   Mifflin,   1924.     521   p. 

2052.  Monroe,  W.  S.,  et  al.     "Two  Illustrations  of  Curriculum  Construction,' 

Bur.  of  E.  R.  But.,  no.  39.     Urbana :  U.  of  I.,  1928.    53  p. 
2053.*MoNTAGUE,  J.  F.     Promotional  Schemes  in  Secondary  Schools.     ^Missouri, 
1926.     Pub.   in  pt.  by  U.   S.   Bur.  of  Ed. 

2054.  MoNTEVERDE,  EDU.A.RDO.     "Educational  Developments :  Uruguay,"  Ed.  Yrbk. 

of  the  Internatl.  Inst,   of  T.  C,  1925.      New  York:  Macmillan,  1926; 
p.  447-66. 

2055.  :Montgomery,  W.  A.    "Education  in  Italy,"  Bur.  of  Ed.  Bui,  1919,  no.  36 

Washington,  1919.    29  p. 

2056.  Montgomery,  W.   A.     "Education  in  Parts  of  the  British  Empire,"  Bur 

of  Ed.  Bui,  1919,  no.  49.     Washington,  1919.     104  p. 

2057.  Montgomery,  W.  A.    "Educational  Conditions  in  Japan,"  Bur.  of  Ed.  Bui 

1919,  no.  57.     Washington,  1919.     16  p. 

2058.  Montgomery,  W.  A.    "Educational  Conditions  in  Spain,"  Bur.  of  Ed.  Bui  |£ 

1919,  no.  17.     Washington,  1919.     28  p. 

2059.  Montgomery,  W.  A.     "Natural  Science  Teaching  in  Great  Britain,"  Bur 

of  Ed.  Bui,  1919,  no.  63.     W^ashington,  1920.     106  p. 

2060.  Montgomery,  W.   A.     "Some   Phases  of   Educational   Progress  in  Lati' 

America,"  Bur.  of  Ed.  Bui,  1919,  no.  59.    Washington,  1920.    62  p. 

2061.  Montgomery,  W.  A.     "Educational   Reconstruction  in  Belgium,"  Bur.  o  I  \ 

Ed.  Bui,  1921,  no.  39.     Washington,  1921.     12  p.  |i 

2062.*MooRE,   B.    V.      Some   Principles   and    Practices   of    Personnel    Selectioi' 

with   Particular  Reference  to  Graduate  Engineers.     Carnegie   Institut 

of  Technology,  1920.  Puh.  as :  "Personnel  Selection  of  Graduate  Eng, 

neers,"  Psx.  Mono.,  v.  30,  no.  5.     Princeton,  N.  J. :  Psv.  Rv.  Co.,  192' 

84  p.  ' 

2063.*MooRE,  C.  B.     Civic  Education:  Its  Objectives  and  Methods  for  a  Speci£;| 

Case  Group.     Teachers  College,  1924.     T.  C.  C,  no.  151.     New  Yorl 

Bur.  of  Pub.,  1924.     119  p. 

2064.  Moore,  E.  C.     Minimum  Course  of  Stud\.     New  York:  Macmillan,  192^^) 

402  p. 

2065.  Moore,  H.  H.     "Status  of  Certain  Social  Studies  in  High  Schools,"  Bii 

of  Ed.  Bui,  1922,  no.  45.     Washington,  1923.     21  p.   ^ 

2066.  Moore,    R.    C.      "Inequalities    in    Educational    Opportunities :    Our    Hi| 

Schools,"  H.  S.  Conf.  Proc,  1924.     Urbana:  U  of  I.,  1924,  p.  26-30, 

2067.  Moore,  R.  C.  and  Grimm,  L.  R.    Inequalities  in  Educational  Opt'ortuniti 

in  Illinois.     Springfield :  111.  St.  Teh.  Assn.,  1925.     50  p. 
Moore,  R.  C.    See  1173. 
2068.*Morehart,  G.  C.     The  Legal   Status  of  City  School  Boards.     Teacht 
College,  1927.    T.  C.  C,  no.  270.    New  York :  Bur.  of  Pub.,  1927.    96 

2069.  MoREY,  Lloyd.     "Comparative  Financial  Statistics  of  State  L'niversitie 

Proc.  of  the  Natl  Assn.  of  St.  U.,  19:68-78,  1921. 
Morgan,  A.  F.    See  797.  ■    ^ 

Morgan,  B.  Q.    See  1300. 

2070.  Morgan,  J.  E.,  et  al.    "Our  Literarv  Heritage,"  4th  Yrbk.,  Dept.  of  Su 

Washington:  N.  E.  A.,  1926,  p.  289-97. 

2071.  Morgan,  W.  P.     "The  Intelligence  Quotient — Its  Accuracy  as  a  Me:H    q 

of  Classifying  and  Grading  High  School  Students,"  ///.  St.  Acad,  of 
Bui,  V,  15.     Springfield,  1922,  p.  511-24. 

2072.  Morgenthan,   D.   R.     "Some  Well-Known  Mental  Tests  E%-aluated  s 

Compared,"  Archives  of  Psy.,  no.  52.     New  York:  Columbia  U.,  1^ 
54  p. 


■'« 


Ten  Years  of  Educational  Research,  1918-1927  251 

2073.*MoRPHET,  E.  L.    The  Aleasurement  and  Interpretation  of  School  Building 

Utilization.     Teachers  College,   1927.     T.   C.  C,  no.  264.     New  York: 

Bur.   of   Pub.,   1927.     103  p. 
2074.*MoRRis,  J.  V.     Training  and   Education   in  the  Industry  as  a  Aleans  of 

\'ocational    Education.     Teachers    College,    1921.     Puh.    as:    Employee 

Training,  A  Study  of  Education  and  Training  Departments  in  Various 

Corporations.     New  York:  McGraw-Hill  Bk.  Co.,   1921.       311  p. 
2074a. Morris,   R.   B.     "A   Comparison  of   the   Achievement   of   8th   Grade   and 

Junior   High   Pupils   in   the    10-A   Grade,"   13th  An.   Schoolmen's   Jl'k. 

Proc.     Philadelphia :  U.  of  Pa.,  1926,  p.  305-9. 
2075.  Morrison,  B.  M.    A  Study  of  the  Major  Emotions  in  Persons  of  Defective 

Intelligence.     Berkeley":  U.  of  Calif.,  1924.     72>  p. 
2076.*Morrison,    F.    N.      Equalization    of    the    Financial    Burden    of    Education 

Among  Counties  in  North  Carolina.     Teachers  College,  1925.     T.  C.  C, 

no.   184.     New  York:   Bur.  of  Pub.,  1925.     88  p. 
2077.  Morrison,    H.    C.      "Administration    and    Organization    of    the    Board    of 

Education,"  Sur.   of  the  St.  Louis  Pub.  Sch.,  pt.   1.     Yonkers,   N.  Y. : 

World,  1918,  p.  47-80. 
12078.  Morrison,   H.   C.     "Child   Accounting   and   Attendance,"   Sur.    of  the   St. 

Louis  Pub.  Sch.,  pt.   1.     Yonkers,  N.  Y. :   World,   1918,  p.  203-38. 
2079.  Morrison,   H.   C.     "Distribution   of   School   Funds   in    New   Hampshire," 

6th  An.  Schoolmen's  Wk.  Proc.    Philadelphia:  U.  of  Pa.,  1919,  p.  129-34. 

3080.  Morrison,  H.  C.     "The  Major  Lines  of  Experimentation  in  the  Labora- 

tory   Schools,"    Supp.    Ed.   Mono.,   no.   24.      Chicago :    U.    of    C,    1923, 
p.  i-19. 

3081.  Morrison,  H.  C.     "The  Financing  of  Public  Schools  in  the  State  of  Illi- 

nois," Rpt.  of  Ed.  Finance  Inquiry  Com.,  v.  9.     New  York:  Macmillan, 
1924.     162  p. 

3082.  Morrison,  H.  C,  et  al.     "Studies  in  Secondary  Education,   1,  University 

High  School,  University  of  Chicago,"  Supp.  Ed.  Mono.,  no.  24.   Chicago, 

1923.     150  p. 
W83.  AIorrison,  J.  C.     "Educational  Measurements,"     Ed.  Meas.  Bur.  Bui,  no. 
I  734.     New  York:  St.  Dept.  of  Ed.,  1921.     27  p. 

l3084.*MoRRisoN,   J.   C.     The  Legal   Status  of   the   City   School   Superintendent. 

Teachers  College,  1922.     Baltimore :  Warwick  and  York,  1922.     162  p. 
■'085.  Morrison,  J.  C.     "Spelling  in   New  York  Rural  Schools,"    U.  of  the  St. 

of  N.  Y.  Bui.,  no.  764.    Albany,  1922.    36  p. 
!086.  Morrison,   J.   C.     "Some   Administrative   Uses   Made   of   Standard   Tests 

and  Scales  in  the  State  of  New  York,   1921-22,"  Ed.  Meas.  Bur.  Bui., 

no.  772.     New  York:  St.  Dept.  of  Ed.,  1923.     37  p. 
!087.  Morrison,  J.   C.     "An  Analysis  of  the   Principalship  as  a  Basis   for  the 

Preparation  of  Elementary  School   Principals,"   A'^.   E.  A.  Proc,  v.   63. 

Washington,  1925,  p.  453-61. 

088.  Morrison,  J.  C.     "The  School  Principalship  in  Ohio  Cities  and  Exempted 

Villages,"  0.  St.   U.  Stud.,  v.  2,  no.   17.     Columbus,  1926.     67  p. 

089.  Morrison,  J.  C.  "What  Elementary  Principals  Do — One  Day  with  Fifty- 

three  Principals,"  A^.  E.  A.  Proc,  v.  64.     Washington,  1926,  p.  476-82. 

090.  Morrison,  J.   C,   ct  al.     "Survey  of   the   Need   for   Special   Schools   and 

Classes  in  Westchester  County,  New  York,"  U.  of  the  St.  of  N.  Y.  Bui., 
no.  806.     Albany,  1924.    29  p. 
091.*Morse,  F.  M.     Fundamentals  of  Education  for  Retail  Selling.     Teachers 

College,  1925.     Pub.  by  author. 
|j092.*MoRT,  P.  R.     The  Measurement  of  Educational  Need.     A  Basis  for  Dis- 
tributing State  Aid.     Teachers  College,   1924.     T.  C.  C,  no.   150.    New 
York:  Bur.  of  Pub.,  1924. 


252  Bulletin  Xo.  42 

2093.  MoRT,  P.  R.     "Report  on  State  Aid  for  the  Public   Schools  in  the  State 

of  New  York."     Albany,  N.  Y. :   Special   Joint  Com.  on  Taxation  and 
Retrenchment,  1925,  p.  195-223. 

2094.  MoRT,  P.  R.    State  Support  for  Public  Schools.    New  York:  Bur   of  Pub, 

T.  C.  1926.     104  p. 
MoRT,  P.  R.    See  32. 

2095.  MoRTEXSON,   P.   A.     "Revenue   Needs,"   Ed.   Dk:   Bui,  no.   20.     Chicago- 

Bd.  of  Ed.,  1921.    32  p. 

2096.  Morton,  R.  L.     "The  Ability  of  Teachers  to   Rate   English  Composition 

with  a  Scale,"  2iid  An.   O.  St.  Ed.  Proc.     Columbus :   O.   St.  U.,  1923, 
p.   155-65. 

2097.*MoRTON,  R.  L.  Factors  Affecting  the  Ability  to  Solve  Arithmetic  Prob- 
lems.    Ohio,  1925. 

2098.*MosHER,  E.  R.  The  Rise  and  Organization  of  State  Teachers  Colleges. 
Harvard,  1923. 

2099.*MosHER,  R.  M.  A  Study  of  the  Group  Method  of  Measurement  of  Sight- 
Singing.  Teachers  College,  1926.  T.  C.  C,  no.  194.  New  York: 
Bur.  of  Pub.,  1925.     75  p. 

2100.*MossM.\N,  L.  C.     Changing  Conceptions  Relative  to  the  Planning  of  Les- 
sons.    Teachers  College,  1924.     T.  C.  C,  no.  147.     New  York :  Bur.  of 
Pub.,  1924.     79  p. 
Mount,  G.  H.    See  2663. 

2101.*MoxcEV,  M.  E.      Some  Quantities  Associated  with  Success  in  the  Chris-. 
tian  ]Ministr3'.     Teachers  College,  1922.     T.  C.  C,  no.  122.     New  York: 
Bur.  of  Pub.,  1922.     101  p. 

2102.  Mover,  E.  L.     "A  Studv  of  the   Effects  of  Classification  by  Intelligence 

Tests,"  23rd   Yrbk.,  N.  S.  S.   E.,  pt.   1.     Bloomington,   111. :    Pub.   Sch.l 
Pub.  Co.,  1924,  p.  313-22. 

2103.  MuDGE,  E.  L.     Varieties  of  Adolescent  E.vperience.     New  York:  Century,' 

1926.     134  p. 

2104.  Mueller,  A.   D.     Progressive  Trends   in   Rural   Education.     New   York: 

Century,  1926.    363  p. 
2105.*Mueller,   a.   D.     A  Vocational  and   Socio-Educational   Survey  of   Small] 

High  Schools  of  New  England.     Yale,  1927. 
2106.  MuERM.'VN,  J.  C.     "The  District  Owned  or  Controlled  Teacher's  Home,"] 

Bur.  of  Ed.  Bui,  1922,  no.  16.     Washington,  1922.     19  p. 
2107.*MuERM.^N,  J.  C.     The  Philippine  Schools  under  the  Americans.     George] 

Washington,  1922. 
MuERM.\x,  J.  C.    See  758. 
2108.*MuLL,   L.    B.     The    Status   of   the   Bible    in    the    Public    Schools    of   th<l 

United    States.      Indiana,    1926.      Dubuque,    la. :    Union   Ptg.    Co.,   1926.] 

112  p. 
2109.  MuNROE,   G.   W.     "Selected   Sections  at  Double   Pace."  Stud,   in  Highe 

Ed.,  no.  7.      Lafayette,  Ind. :  Purdue  V.,  1926.     20  p. 
2110.*MuRUOCH,  Kath.arine.     The  Measurement  of  Certain  Elements  of  Ham  I 

Sewing.     Teachers  College,  1919.     T.  C.  C,  no.   103.     New  York:  Buij 

of  Pub.,  1919.     119  p. 

2111.  Murdoch,  K.\tharine,  et  at.     "A  Study  of  the  Relation  Between  Intellij 

gencc  and  the  Acquisition  of  English,"  27//i   )'rhk..  N.  S.  S.  E.,  pt. 
Bloomington,  111. :  Pub.  Sch.  Pub.  Co.,  1928,  p.  343-53. 
Murikx;k,  J.  R.    See  2568. 

2112.  Murphy,  Retta.     "The  Teaching  of  History,"  Conf.  upon  Prob.  of  Ei\ 

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I 


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2116.  :Myers,  C.  E.     "Normal  School  Graduates  in  One-Teacher  Schools,"  Res. 

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256  Bulletin  No.  42 


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258  Bulletin  No.  42 


I 


Hi 


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i 


!L! 


2220.  Orata,  p.  T.  "Adaptation  of  Subject-Matter  and  Instruction  to  Individual 
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262  Bulletin  No.  42 


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Trans,  of  the  III.  St.  Acad,  of  Sc,  17th  An.  Mtg.,  v.  17.     Springfield, 
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2308.  Peterson,  J.  C.     "The  Higher  Mental  Processes  in  Learning,"  Psy.  Mono., 

V.  28,  no.   7.     Princeton,  N.  J.:   Psy.  Rv.  Co.,  1920.     121  p. 

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2310.  Peterson,  Joseph.    Early  Conceptions  and  Tests  of  Intelligence.    Yonkers, 

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2311.  Peterson,   Joseph.     "Comparison   of   White   and   Negro   Children   in  the: 

Rational  Learning  Test,"  27th   Yrbk.,  N.  S.  S.  E.,  pt.  \.     Bloomington, 
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2312.  Peterson,  Joseph  and  Barlow,  M.  C.     "The  Effects  of  Practice  on  In- 

dividual   Differences,"    27th    Yrbk.,   N.    S.    S.    E.,   pt.    2.      Bloomington. 

Ill:  Pub.  Sch.  Pub.  Co.,  1928,  p.  211-30. 
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Schools.    Teachers  College,  1918.    New  York:  N.  Y.  Sch.  of  Soc.  Work 

1920.     87  p. 
2315.*Phelps,   Shelton.     The   Administration   of   County  High   Schools  in  the 

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1920.    153  p.  ■S.Pii 

2316.*Phillips,   F.   M.   Relation   of   Initial   Ability   to   Extent   of   Improvement  J     ( 

George  Washington,   1919.     Pub  by  author,   1919. 

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Stat.  Cir.,  no.  4.    Washington,  1925.      7  p.  iJSLPli 

2318.  Phillips,  F.  M.     "Per  Capita  Costs  in  City  Schools,  1925-26,"  Bur.  of  Ea  ! 

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2319.  Phillips,  F.  M.    "Per  Capita  Costs  in  Teachers'  Colleges  and  State  Nor 

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6  p.  r 

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2321.  Phillips,  F.   M.   and   Bond,   N.  J.     "Comparison  of  City  and  School  Fi  I 

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2322.*PiA,    Sister    M.  The    Canonesses    and    Education    in    the    Early    Aliddl 

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2323.*PiCAUD,    Maurice.      The    Inter-Relation    of    Immediate    and    Contributor) 

Values.     New  York,  1919.  I 

2324.  PiCKELL,  F.  G.     "The  Junior  High  School  and  College  Entrance  Requin 

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2325.  PiCKELL,  F.  G.,  et  al.    "Junior  High  School  Mathematics,"  5th  Yrbk.,  Dep\ 

of  Supt.     Washington  :   N.  E.  A,  1927,  p.   182-212. 
PiCKELL,  F.  G.    See  1527. 


:j'"Pii 


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2326.* Pickett,  R.  E.     A  Science  Course  for  Plumbers  in  a  Vocational  School. 
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2327.  Pierce,  A.  E.     Catalog  of  Literature  for  Advisers  of  Young  ll'omcn  and 

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2328.  Pierce,  B.  L.     Public  Opinion  and  the  Teaching  of  History  in  the  United 

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2329.  Pierce,   D.   H.     "Teaching   Costs   in   Thirty-Nine   Junior   High   Schools," 

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2330.  Pierce,   E.   G.     "Balance   Between   Theory  and   Laboratory  in   Technical 

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2331.  PiNTNER,  Rudolf.    The  Mental  Survey.    New  York:  Appleton,  1918.    116  p. 

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2336.  PiXTNER,  Rudolf.    "The  Scoring  of  Group  Intelligence  Tests,"  Bui.  of  the 

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2340.  PiTTMAX,  }vl.  S.,  et  al.    "Courses  of  Study  and  Methods  in  Safety  Educa- 

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the  St.  of  N.  Y.  Pr.,  1926.     83  p. 
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1926. 
2343.*PoxsLER,  R.  E.     Comparative  \'ariability  of  Individuals  at  Different  Ages. 

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2349.  Porteus,   S.   D.     "Guide  to   Porteus  Alaze  Test,"   Tr.  Sch.  Bui,  no    25 

Vineland,  N.  J.,  1924. 


I 


264  Bulletin  No.  42 


I 


::  ?8 


1 


2350.  PoRTEUs,  S.  D.  and  Hill,  H.  F.     "Condensed  Guide  to  the  Binet  Tests, 

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2353.  Potter,  H.   E.     "Abilities  and  Disabilities  in  the  Use  of   English  Found  ' 

in  the  Written  Compositions  of  Entering  Freshmen  at  the  University  of 
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51  p. 

2354.  Potter,  W.  H.  and  Touton,  F.  C.     "Achievement  in  the  Elimination  of 

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2356.  Power,  L.  P.     "How  to  Alake  Visits  Profitable  to  Teachers,"  1st  Yrbk., 

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2357.  Power,  L.  P.     "The  Effects  of  Grouping  According  to  Intelligence  in  thei 

Franklin  School,  Port  Arthur,  Texas,"  2nd  Yrbk.,  Dept.  of  El  Sch. 
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2358.*PowERS,  J.  O.  A  Comparative  Study  of  Instructional  Outcomes  in  Aca- 
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2359.  Powers,  S.  R.  "A  History  of  the  Teaching  of  Chemistry  in  the  Secondary  i 
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2360.*Powers,  S.  R.  A  Diagnostic  Study  of  the  Subject  Matter  of  High  School 
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2361.  Powers,  S.  R.    Powers  General  Chemistrx  Test.    Yonkers,  N.  Y. :  World, 

1924.    8  p.  "  '  ■    ,,, 

2362.  Powers,  W.  H.     "History  of  Education  in  Dakota  Territory:   In  South  / 

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2363.*Pr.\tt,  K.  C.     A  Study  of  Early  Infantile  Behavior.     Ohio,  1927.  -J'f 

2364.*Prescott,  D.  A.     The  Determination  of  Anatomical  Age  in  School  Chil- 
dren and  Its  Relation  to  Alental  Development.     Harvard,   1923.     Har 
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Pr.,  1923.     60  p.  ■  On; 

2365.  Pressey,  L.  C.     "A  Group  Scale  of  Intelligence  for  the  First  and  Second  m  llai 

Grades,"  Bui  of  the  Ext.  Div.,  v.  5,  no.  1.     Bloomington :  Ind.  U.,  1919,  i  ■'fen 
p.  38-45.  il;5i 

2366.  Pressey,    L.    C.      "The    Relation    of    Intelligence   to   Achievement   in   thej^tHicB 

Second  Grade,"  Bui  of  the  E.vt.  Dii:,  v.  6,  no.  1.  Bloomington  :  Ind.  U., 
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37 


2367.  Pressey,    L.    C.      "Reading    Scales    for    the    Second,    Third    and    Fourth 
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2368.  Pressey,  L.  C.     "A  Class  of  Probation  Students,"  Res.  Adventures  in  U. 
Teh.     Bloomington,  111.:   Pub.   Sch.   Pub.  Co.,   1927,  p.   11-21. 

69.  Pressey,  L.  C.  "A  University  'Experimental  Class',"  Res.  Adventures  in 
U.  Teh.     Bloomington,  111.:  Pub.  Sch.   Pub.  Co.,  1927,  p.   134-39. 

70.  Pressey,  L.  C.  "What  Are  the  Crucial  Differences  Between  Good  and 
Poor  Students?"  Res.  Adventures  in  U.  Teh.  Bloomington,  111.: 
Pub.  Sch.  Pub.  Co.,  1927,  p.  4-10. 

'2371.  Pressey,  L.   C.  and   Pressey,   S.  L.     Methods  of  Handling   Test  Scores. 
Yonkers,  N.  Y. :  World,  1926.    60  p. 
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72.  Pressey,  S.  L.  "A  Systematic  Plan  for  Selecting  Subnormal  and  Super- 
normal Children  in  the  Public  Schools,"  Bui  of  the  Ext.  Diz:,  v.  4,  no.  4. 
Bloomington :  Ind.  U.,  1918,  p.  92-99. 

73.  Pressey,  S.  L.  "Measurement  of  Progress  in  English  in  the  Upper 
Grades,"  Bui.  of  the  Ext.  Dii:,  v.  6,  no.  12.  Bloomington:  Ind.  U.,  1921, 
p.  35-45. 

1374.  Pressey,  S.  L.  "The  College  and  Adolescent  Needs,"  Res.  Adventures  in 
U.  Teh.    Bloomington,  111. :  Pub.  Sch.  Pub.  Co.,  1927,  p.  81-85. 

2375.  Pressey,  S.  L.  "Concerning  the  Burden  of  Detail  in  Certain  Text  Books," 
Res.  Adventures  in  U.  Teh.  Bloomington,  111.:  Pub.  Sch.  Pub.  Co., 
1927,  p.  127-33. 
76.  Pressey,  S.  L.  "Concerning  Professional  Training  for  College  Teachers," 
Res.  Adventures  in  U.  Teh.  Bloomington,  111. :  Pub.  Sch.  Pub.  Co., 
1927,  p.  140-47. 

'377.  Pressey,  S.  L.  "Three  Samplings  Regarding  Taken-for-granted  Prepara- 
tion for  College  Work,"  Res.  Adventures  in  U.  Teh.  Bloomington, 
111. :  Pub.  Sch.  Pub.  Co.,  1927,  p.  100-6. 

378.  Pressey,  S.  L.  "Background  Educational  Factors  Conditioning  College 
Success,"  16th  Yrhk.,  N.  S.  C.  T.  E.     Chicago :  U.  Pr.,  1928,  p.  24-29. 

379.  Pressey,  S.  L.  and  Pressey,  L.  C.  Introduetion  to  the  Use  of  Standard- 
ised  Tests.     Yonkers,   N.  Y. :   World,   1922.     263  p. 

380.  Pressey,  S.  L.  and  Pressey,  L.  C.  Mental  Abnormality  and  Deficiency. 
New   York :    Macmillan,   1926.     356  p. 

381.  Pressey,  S.  L.,  et  al.  "Research  Adventures  in  University  Teaching — and 
a  Result,"  Res.  Adventures  in  U.  Teh.  Bloomington,  111. :  Pub.  Sch. 
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Pressey,  S.  L.     See  2371. 

382.  Preston,  J.  T.,  et  al.  "Junior  High  School  of  Berkelev,  California,"  Bur. 
of  Ed.  Bui,  1923,  no.  4.    Washington,  1923.    48  p. 

383.  Price,  E.  D.  The  Enid  Plan  of  Classification  of  Pupils  According  to 
Mental  Ability.     Enid,  Okla. :  Bd.  of  Ed.,  1921.     12  p. 

384.*Price,    R.    R.     The   Financial    Support   of    State   Universities.     Harvard, 

1923.  Harvard  Stud,  in  Ed.,  v.  6.     Cambridge,  Mass. :  Harvard  U.  Pr., 

1924.  205  p. 

585.  Price,  R.  R.     "The  Financial  Support  of  the  University  of  Michigan;  Its 
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Mass.:  Harvard  U.   Pr.,   1923.     58  p. 
.♦Prince,  J.  W.     The  Religious-Educational  Theory  of  John  Wesley.     Yale, 
1924.     New  York:  Alethodist  Bk.  Concern,  1926. 

i87.  Pritchett,  H.  S.  "Medical  Education,"  13th  An.  Rpt.  New  York:  Car- 
negie End.  for  the  Adv.  of  Teh.,  1918,  p.  124-25. 


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266  Bulletin  No.  42 

2388.  Pritchett,  H.  S.     "Pension  Systems  and  Pension  Legislation,"  16tli,  17th, 

19th,  20th,  21st,  22nd,  An.  Rpt.  New  York:  Carnegie  Fnd.  for  the  Adv. 
of  Teh.,  1921,  p.  115-57;  1922,  p.  121-58;  1924,  p.  137-74;  1925,  p.  139-71; 
1926,  p.  155-81;   1927,  p.  77-108. 

2389.  Probst,  E.  M.     "Following  Up  a  Survey  of  Instruction,"  3rd  Yrbk.,  Dept. 

of  El.  Sch.  Prin.  Washington  :  N.  E.  A.,  1924,  p.  300-9. 
2390.*Proctor,  W.  AI.  The  Use  of  Individual  and  Group  Mental  Tests  in  the 
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1919.  See:  The  Use  of  Psychological  Tests  in  the  Educational  and 
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Pub.  Sch.  Pub.  Co.,  1921.     70  p. 

2391.  Proctor,  W.   M.     "Vocational   Guidance   in   the  High   School,"   San  Jose 

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2392.  Proctor,  W.  M.     Educational  and  Vocational  Guidance.     Boston :  Hough-I 

ton  Mifflin,  1925.    352  p. 

2393.  Proctor,  W.  M.     "The  High  School's  Interest  in  Methods  of   Selecting 

Students   for  College  Admission,"   Calif.   Or.   of  Sec.  Ed.,  v.   1,  no.  1 
Berkeley,   1925,  p.  51-60. 

2394.  Proctor,  W.   M.,  et  al.     The  Junior  College,  Its  Organisation  and  Ad 

ministration.     Stanford  University,  Calif.:   U.   Pr.,   1927.     226  p. 

2395.  Proctor,  W.  M.,  et  al.     "College  Admission  Requirements  in  Relation  ti 

Curriculum  Revision  in  Secondarj^  Schools,"  6th  Yrbk.,  Dept.  of  Supi;\ 
Washington:  N.  E.  A.,  1928,  p.  159-94. 

2396.  Prosser,  C.  A.  and  Allen,  C.  R.     "Training  Workers  in  Industry,"  23r> 

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p.  329-61. 

2397.  Prout,   F.   J.     "Economies  to   be  Effected  by  the   Reorganization   of  th 

Teaching  Load  in  the  High  School,"  4th  An.  O.  St.  Ed.  Proc.     Colum 
bus :  O.  St.  U.,  1924,  p.  141-46. 

2398.  Pruette,  Lorine.     G.  Stanley  Hall;  A  Biography  of  a  Mind.    New  Yorlj 

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2399.*Prvor,  H.  C.    Graded  Units  in  Student-Teaching.    Teachers  College,  IQ^ 

T.  C.  C,  no.  202.     New  York:  Bur.  of  Pub.,  1926.     114  p. 
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Musical   Intelligence.     New  York,   1919. 

2401.  Pulsifer,  W.  E.    A  Brief  Account  of  the  Educational  Publishing  Businei 

in  the  United  States.     Atlantic  City,  N.  J.,  1921.    36  p. 

2402.  Pulsox,  M.  W.     "Conditions  and  Needs  of  Secondary  School  Libraries 

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2403.*PuRDOM,  J.  L.     School  Surveys  and  Some  Criteria  of  Efficiency  in  Ci 

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cational  Psychology.     Baltimore :  Warwick  and  York,  1921.     308  p. 

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2409.  Pyre,  J.  F.  A.     Wisconsin.     New  York:  Oxford  U.  Pr.,  1920.    419  p. 
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2411.*Race,   H.   V.     Improvability.     Its   Intercorrelations   and   Its   Relations   to 
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2412.*Rainey,  H.  P.  A  Study  of  School  Costs  in  Ten  High  Schools  in  Illi- 
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2413.  Rainey,    H.    p.      "The    Distribution    of    School    Funds    in    the    State    of 

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2414.  Rainey,  H.  P.     "A  Survey  of  the  Achievement  of  Oregon  Pupils  in  the 

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2415.  Rand,  L.  S.    Directory  of  Actii'itics  for  the  Blind  in  the  United  States  and 

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2416.  Randall,  J.  H.     The  Making  of  the  Modern  Mind.     Boston :  Houghton 

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2419.  Rapeer,  L.  W.     The  Consolidated  Rural  School.     New  York:     Scribners, 

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2420.  Rapp,  a.  a.    "Grouping  of  Children  by  Abilities  and  Consequent  Changes 

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2421.  Rapp,   E.   M.     "Suggestive   Standards  and   Specifications   of   the   Consoli- 

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!422.  Rasche,  W.  F.  "The  Reading  Interests  of  Young  Workers,"  Vocational 
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!423.  Raubenheimer,  A.  S.  "An  Experimental  Study  of  Some  Behavior  Traits 
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'424.*Raup,  R.  B.  Complacency :  The  Foundation  of  Human  Behavior.  Teach- 
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425.  Ready,  M.  M.     "Physical  Education  in  American  Colleges  and  Universi- 

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426.  Ream,  M.  J.     "The  Tapping  Test,  a  Measure  of  Motility,"  5".   U.  I.  Stud. 

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'428.*Reamer,  J.  C.    Mental  and  Educational  Measurement  of  the  Deaf  by  the 

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2430.  Reavis,    W.    C.      "Constructive    Student-Accounting    in    the    Secondary 

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2431.  Re.avis,  W.   C.     "The  Determination  of   Curricula   for  the   Education  of 

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2432.  Reavis,  W.  C.    "Accounting  for  the  Progress  of  Superior  Students,    Supp 

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2433  *Reavis,  W.  C.    A  Study  of  the  Case  Method  as  Applied  to  Personnel  Ad- 

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2434  Reavis,  W.  C.     "Direct  Training  in  Citizenship  Through  the  Participatioi 

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2446.  Reed,  A.  Z.     "Progress  of  Legal  Education,"  17th  An.  Rpt.     New  Yoi 

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2453.  Reed,  J.  R.,  et  al.     "Freshman  Psychological  Examination  in  the  College 
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2445.     Austin,  1924. 
2454.*Reed,  M.  AI.    An  Investigation  of  Practices  in  First-Grade  Admission  and 
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2455.*Reeper,  E.   H.     A   Method  of   Directing  Children's   Study  of   Geography. 
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157.  Reeder,   W.   G.     "Results   of   the   Army   Intelligence  Tests   in   Minnesota 
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|58.  Reeder,  W.  G.     "The  Chief  State  School  Official,"  Bur.  of  Ed.  Bui.,  1924, 

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159.  Reeder,  W.   G.  and   Paisley,  E.   A.     "Trends  of   School   Costs  in  Ohio," 

Cont.  to  Sch.  Adin.,  no.  3.     Columbus:  O.  St.  U.,  1926.    34  p. 
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)1.*Reeve,   W.   D.     a  Diagnostic   Study  of   the   Teaching   Problems   in   High 

School  Mathematics.     Minnesota,  1924. 
52.*Reeves,   C.   E.     An   Analysis   of  Janitor   Service   in   Elementary   Schools. 
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33.*Reeves,   F.  W.     The   Unit  of   School  Finance   in  Illinois.     Chicago,   1925. 
Rpt.   of  the  Ed.  Finance  Inquirv  Com.,  v.   10.     New  York:   Macmillan, 
1924.     166  p. 
Reeves,  F.  W.    "The  Cost  of  Education  in  Liberal  Arts  Colleges,"  A'.  C.  A. 
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House,  1926.    206  p. 
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270 


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t  Riiii 


Ot.'RiK 

%.  RlEC 

C 

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2470.  Reisner,  E.  H.    Historical  Foundations  of  Modern  Education.    New  York 

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2471.  ^^'^l^l^'        p^t^^^ti^iiy   ,,d    Actually   Failing   Students   f /"^d^e   Urn 

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2473    Reynoids     Annie.      "Characteristic    Features    of    Recent    Superior    Sat 

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1926.    13  p. 
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2478.  Rice!  E   A.  A  Brief  History  of  Physical  Education.    New  York:  Barm 

2479.*RiCE,^G.  r  A  Constructive  Criticism  of  the  Theory  Underlying  Educ 

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2480.  Rice,  Louise.    Character  Reading  from  Handivritwg.     New  York,  btoto 

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2481.4;cH,'^S.  a^'stanardized  Tests  in  Chemistry  wUh  Relevant  to  Soc; 
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2485  RiJhards,  C  R.    The  Gary  PrMic  Schools:  Industrial  Work.    New  Yo, 

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2489  Richey     T.    H.      "Educational    Developments:    India,      td.    irbk.    ^7    ^     ,. 

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^ >493.*RiDER,   L.    A.     The   Educational   Philosophy  of  John   Stuart   Mill.     New- 
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497.  RiEMER,  G.  C.  L.     "The  Teaching  of  Latin  in  Pennsylvania:  Its  Present 
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'498.  RiEMER,   G.   C.   L.     "The  Teaching  of   Modern   Languages :   The  Present 
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499.  RiEMER,  G.  C.  L.  "A  Study  of  the  Application  of  the  Ability  and  Effort 
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500.*RiKiMARU,  T.    The  Endocrine  Glands  and  the  Hvgiene  of  Emotion.    Clark, 

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501.*RiTTER,  E.  L.    A  Building  Program  for  the  Schools  of  Des  Moines,  Iowa. 

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502.  RoBACK,  A.  A.     The  Psychology  of  Character^  zdth  a  Siiriey  of  Tempera- 
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12.*Robertson,  M.  S.    Oral  Problem  Solving  in  the  Elementarj-  School.     Pea- 
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272 


Bulletin  No.  42 


2514.  Robinson,  B.  W.     "An  Experimental  Study  of  Certain  Tests  as  Measureii 

of  Natural  Capacity  and  Aptitude  for  Typewriting,"  S.   U.  I.  Stud,  it  | 
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2515.  RoBiNSOX,   E.   S.     "The   Problems   of   Personality,"   ///.   St.   Acad,   of  So\ 

Bid.  V.  15.     Springfield,  1922,  p.  487-91. 

2516.  Robinson,  Emily  and   Tohxsen,  T.  E.     Vocational  Education.     New  York! 

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2519.  Robinson,  M.  L.     "The  Curriculum  of  the  Woman's  College,"  Bur.  of  Ei\ 

But.,  1918,  no.  6.     Washington,  1918.     140  p. 

2520.  Rock,   R.   T.     "Reading  Tests   for  the  Primary  Grades,"   Cath.   U.   E.  1\ 

But.,  V.  2,  no.  4.     Washington:   Cath.  Ed.  Pr.,   1927.     35  p. 

2521.  RoDGERs,   R.  H.     "Individual  Instruction  in  the  Vocational   School,"  23t:\ 

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Method.     Wisconsin,   1921. 
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Pcabody  Coiit.  to  Ed.,  no.  1.     Nashville,  Tenn.,  1920.     159  p. 
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2524.  RoESCH,    Sister    'M.    J.      Vocational    Preparation    of    Youth    in    Catho. 

Schools.    W'ashington,  1918.     73  p. 

2525.  Rogers,   A.  L.     "Experimental  Tests  of  Alathematical   Ability  and  Th(if 

Prognostic  Value,"   T.  C.  C,  no.  89.     New  York:  Bur.  of  Pub.,  19 
120  p. 

2526.  Rogers,   A.   L.     "The  Use  of   Psychological  Tests  in   the   Administrati , 

of  Colleges  of  Liberal  Arts  for  Women,"  21st  Yrbk.,  N.  S.  S.  E., 
1,  2.     Bloomington,  111. :  Pub.  Sch.  Pub.  Co.,  1922,  p.  245-52. 

2527.  Rogers,   A.  L.     "A  Study  of  the  Causes  of  Elimination  in  a  College 

Liberal  Arts  for  W'omen,"  15th  Yrbk.,  N.  S.  C.  T.  E.     Chicago:  U.  I] 
1926,  p.   172-80. 

2528.  Rogers,  A.  L.,  et  al.     "The  Effect  on  the  Intelligence  Quotient  of  Chatil 

from  a  Poor  to  a  Good  Environment,"  27th   Yrbk.,  N.  S    S.  E.,  pt. ) 

Bloomington,  111.:  Pub.  Sch.  Pub.  Co.,  1928,  p.  323-31. 
2529.*Rogers,  D.  C.    The  Eflrect  of  Certain  Administrative  Factors  on  Impfo  , 

ment  in  Silent  Reading  Comprehension.     Iowa,  1923. 
2530.*Rogers,  F.  R.     Physical  Capacity  Tests  in  the  Administration  of  Physij 

Education.     Teachers   College,    1925.      T.    C.   C,  no.    173.     New  Yoj 

Bur.  of  Pub.,  1925.    93  p. 

2531.  Rogers,   F.  R.     Tests  and  Mcasurc)>icnt  Programs  in   the  Redirection: 

Physical  Education.     New  York  :   Bur.  of  Pub.,  T.  C,  1927.     166  p.  *'! 

2532.  Rogers,  H.  W.     "Some  Empirical  Tests  in  Vocational  Selection,"  Archt'i\ 

of  Psy.,  no.  49.     New  York :  Columbia  U.,  1922.    48  p. 

2533.  Rogers,  J.   F.     "^lunicipal   and   School   Playgrounds   and   Their   ]\lanc 

ment,"  Bur.  of  Ed.  Sch.  Hlth.  Stud.,  no.  6.    Washington,  1924.    22  p 

2534.  Ro(;ers,   J.    F.     "School    Nurse   Administration,"   Bur.    of  Ed.   Sch.  hV 

Stud.,  no.  11.     Washington,  1925.     10  p. 

2535.  Rogers,  J.  F.    "The  Health  of  the  Teacher,"  Bur.  of  Ed.  Sch.  Hlth.  Si\.u 

no.  12.     Washington,  1926.     64  p. 


I 


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1536.  Rogers,  T.  F.  and  Phillips,  F.  M.  "Progress  and  Prospect  in  School 
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1925.     54  p. 

^537.  Rogers,  L.  B.,  ct  al.  "Report  of  the  Committee  on  College  Relations," 
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?538.  Rogers,  M.  C.  "Adenoids  and  Diseased  Tonsils,  Their  Effect  on  General 
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70  p. 

?539.  RoHRBACH,  Q.  A.  W.  "A  Study  of  Some  Typical  School  Organizations, 
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L^40.*RoHRBACH,  Q.  A.  W.  Non-Athletic  Student  Activities  in  the  Secondary 
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1341.  RoHRBACH,    Q.    A.   W.     "How    College   Teaching   Could    be    Made    More 
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271   p. 

Z543.*RooNEV,  J.  R.  Modern  Subjects  in  the  Secondary  School  Curriculum. 
Catholic  University,  1926.     Washington:  Cath.  Ed.  Pr.,  1926.     65  p. 

2544.*RooT,  W.  T.  A  Socio-Psychological  Study  of  53  Supernormal  Children. 
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^545.  Ros.ANOFF,  A.  J.,  et  al.    "A  Higher  Scale  of  Mental  Measurement  and  Its 
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2548.*RosENBERGER,  N.  B.  The  Place  of  the  Elementary  Calculus  in  the  Senior 
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2549.  RosENBERRY,    F.   L.      "A    Correlation    of    Comprehension    Scores   Derived 

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2590.  RuGG,  H.  O.,  et  al.     "Curriculum-Making:  Past  and  Present,"  26th   Yrbk., 

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276  BuLLETix  No.  42 


IS 


Vt 


Ei 


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2601.  Russell,  W.  F.,  et  al.    "The  Financing  of  Education  in  Iowa,"  Pub.  of  the 

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2609.  Saam,  Theodore.    "Intelligence  Testing  as  an  Aid  to  Supervision,"  A'.  E.  A 

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2611.  Sakellariou,  George.    "Educational  Developments:  Greece,"  Ed.  Yrbk.  o 

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2612.*Saleste,  P.  H.    Religious  Aspects  of  Suggestive  Therapeutics.    Ohio,  1921 

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S.\lisbury,  E.  G.    See  2847. 

2614.*Salisbury,  F.  S.     A  Quantitative  Evaluation  of  Some  of  the  Factors  if^Jcj, 

Determining  Certain  Administrative  Procedures  in  the  Public  Schoo 

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Samuelson,  Agnes.    See  1801. 

Sanderson,  L.  F.    See  320. 


iai 


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2664.  Seaton,  J.  T.    "The  Errors  of  College  Students  in  the  ^Mechanics  of  Eng- 

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2666.  Selke,  G.  A.     "Transportation  Costs  in  Minnesota  Consolidated  Schools," 

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2669.  Sexauer,  T.  E.     A  Determination  of  the  Major  Activities  of  Dairy  Farm- 

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2670.  Sevbolt,  R.  F.     The  Act  of  1795  for  the  Encouragement  of  Schools  and 

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2671.  Seybolt,  R.   F.     "The  Evening  School  in   Colonial   America,"   Bur.   of  E. 

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2680.  Shaw,  L.  A.,   et  al.     "Handwriting,"   4th   Yrbk.,  Dept.   of  Supt.     Wash- 
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2681.*Shaw,  R.  T.     a  Study  of  the  Adequacy  and  Effectiveness  of  the  Penn- 
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2682.  Shaw,  \V.  B.     The  I'uiicrsitx  of  Michigan.     New  York:  Harcourt  Brace, 

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2692.  Shriber,  J.  H.     "Transportation  of   School  Children  in  Colorado,"   Col<  i 

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2694.*Shriner,  W.  O.    The  Influence  of  Specific  Drill  Exercises  in  Reading  ( 

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2697.  Shuttleworth,   G.    E.   and   Potts,   W.   A.  Mentally  Deficient   Children. 

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2698.*SiAS,  A.  B.     The  Financing  of  a  State  School   System.     Stanford,   1926. 

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2700.  SiES,  A.  C.    Spontaneous  and  Supervised  Flav  in  Childlwod.     New  York: 

Macmillan,  1922.    442  p. 

2701.  SiGMUND,   Einar.     "Educational   Developments :   Norway,"   Ed.    Yrbk.    of 

the  Internatl.   Inst,    of   T.    C,   1924.     New  York:   Macmillan,   1925,   p. 

355-83. 
2702.*Silberstein,  Nathan.     Retardation  and  Elimination  Among  High  School 

Pupils,  with  Special  Reference  to  ^Mathematics.     New  York,   1920. 
Sills,  K.  C.    See  1714. 
2703.  Simmons,  J.   P.     "The   Problems   Relating  to   Federal,   State,   and  Local 

Support,"  Conf.  upon  Problems  of  Ed.  Adm.   in  Tex.     Austin:  U.  of 

Tex.,  1923,  p.  114-44. 
Simmons,  Rietta.    See  1650. 
2704.*SiMONs,  L.   G.     Introduction  of   Algebra   into   American    Schools   in   the 

Eighteenth  Century.     Teachers  College,  1925.     Bur.  of  Ed.  Bui.,  1924, 

no.   18.     Washington,  1924.     80  p. 
2705.  Simpson,   A.    D.     "Financial    Statistics   Relating   to   Schools,   Connecticut 

Towns   and   Cities,    1922-23,"   Conn.   St.   Bd.    of  Ed.  Res.   Bui,   1,   ser. 

1923-24.    Hartford. 
2706.*SiMPSON,  A.  D.     Financing  Education  in  Connecticut:   A  Proposed  Plan 

to  Enable  the  State  of  Connecticut  to  Meet  more  Adequately  Its  Edu- 
cational   Responsibilitv.      Teachers    College,    1927.      Hartford:    St.    of 

Conn.,  1927.     198  p. 
|2707.  Simpson,  A.  D.    "Superintendent  and  Board  Reports  to  County  or  State," 

N.  E.  A.  Res.  Biil.,\.  i,i\o.  S.     Washington,  1927,  p.  280-83.' 
2708.*SiMS,  V.  M.     The  Measurement  of  Socio-Economic   Status.     Yale,   1926. 

Bloomington,  111. :  Pub.  Sch.  Pub.  Co.,  1926. 
2709.*SiNGLETON,  G.  G.     State   Responsibility  for  the  Support  of  Education  in 

Georgia.    Teachers  College,  1925.     T.  C.  C,  no.  181.     New  York :  Bur. 

of  Pub.,  1925.    56  p. 
1710.  Singleton,  G.  G.     Bibliography  for  Superintendents  of  Schools.     Atlanta, 

Ga. :  St.  Dept.  of  Ed.,  1926.    34  p. 
2711.*SisK,  T.  K.    The  Interrelations  of  Speed  in  Different  Kinds  of  Responses, 

Both  Simple  and  Complex.     Peabody,  1925.     Peabodv  Cont.  to  Ed.,  no. 

23.     Nashville,  Tenn.,  1925. 
Sisson,  R.  C.    See  797. 
1712.  Skaggs,  E.  B.     An  Elementary  Textbook  of  Mental  Measurements.  Ann 

Arbor,  Mich. :  George  Wahr,  1923.     169  p. 
.713.  Skinner,  B.  O.     "A  Study  of  Some  Individual  Cases  of  Some  Atvpical 

Children,"  3rd  An.    O.   St.   Ed.  Proc.     Columbus:   O.   St.   U.,   1923,   p. 

110-13. 
?714.  Skinner,    B.    O.,    et   al.      "Economies    in    School-Building   Construction," 

4th  An.  O.  St.  Ed.  Proc.     Columbus:  O.  St.  U.,  1924,  p.  121-26. 


282 


Bulletin  No.  42 


2715.*Skinner,   C.   E.     The  Problem  of   Visual   Education.     New   York,   192J 
2716.*Skinner,   H.    C.     The    Relation   of    Reading   Ability   to   Class   Marks   i| 

Subjects  of  College  Instruction.     New  York,  1927. 
2717.*Slater,  C.  P.     Fundamental  Principles  for  Purchasing  Agents  of  Univei] 

sities.     Iowa,  1927. 
2718.*Small,  C.   R.     Aims  and   Methods   of   Civic   Education   in   the   Commoj 

Schools.     Harvard,  1925. 

2719.  Small,   W.   S.     "Educational   Hygiene,"   Bur.    of  Ed.   Bui,   1923,   no.   3| 

Washington,  1923.     36  p. 
Small,  W.  S.    See  2847. 

2720.  Smart,  T.  J.     "A  Proposed  Larger  School  Unit   for  an  Area  in  NortH 

Eastern   Kansas,"   Kan.   Stud,   in   Ed.,  v.    1,   no.   8.     Lawrence:   U.   (j 
Kan.,  1927.     117  p. 
Smart,  T.  J.    See  2187. 

2721.  Smith,  A.  V.     "A  Comparative   Study  of  Certain  Tests  of  Achievemej 

in  High  School  Chemistry,"   Cath.   U.   E.  R.  Bui,  v.  2,  no.  5.     Was^ 
ington:  Cath.  Ed.  Pr.,  1927.   .45  p. 
2722.*Smith,   C.    \V.      Some    Aspects    of    Mental   and   of   Anatomical    Grow!  | 
Harvard,  1927. 

2723.  Smith,  D.  E.     The  Progress  of  Arithmetic  in  the  Last  Quarter  of  a  Ce, 

tury.     Boston :  Ginn,  1923.    93  p. 

2724.  Smith,  D.  E.     The  Progress  of  Algebra  in  the  Last  Quarter  of  a  Ce.\ 

tury.     New  York :  Ginn,  1925.    86  p. 

2725.  Smith,  D.  E.  and  Foberg,  J.  A.     "Bibliography  of  the  Teaching  of  Mathll 

matics— 1911-1921,"  Reorg.  of  Math,  in  Sec.  Ed.     Alath.  Assn.  of  AmeJ 
.    1923,  p.  539-627.     (Obtainable  from  J.  W.  Young,  Dartmouth  Collejj 
Hanover,  N.  H.) 

2726.  Smith,  D.  H.    "The  Bureau  of  Education,  Its  History,  Activities,  and  Cl 

ganization,"   Inst,   for  Govt.   Res.,   Washington,  Service  Mono,    of  i\ 
U.  S.  Govt.,  no.  14.     Baltimore :  Johns  Hopkins  Pr.,  1923.     157  p. 

2727.  Smith,  E.  B.     The  Stud\  of  the  Historx  of  Art  in  American  CoUeg'\ 

Princeton,  N.  J.:  U.  Pr.,  1927. 
Smith,  E.  B.    See  268. 

2728.  Smith,  F.  E.     "A  Selected  List  of  Books,  Pamphlets,  and  Magazine  /\ 

tides  on  Part-Time  Education,"   (/.   of  the  St.  of  N.   Y.  Bui,  no.  7'\ 

Albany,  1922.     28  p. 
Smith,  Fowler.     See  158. 
2729.*Smith,  H.  B.     Part-Time  Schools.     Teachers  College,  1922.     Federal  Jj 

for   Vocational  Ed.    Bui,   no.    73,   Trade   and    Industrial    Ser.,   no. 

Washington,  1922. 
2730.  Smith,  H.  J.     "Industrial  Education  in  the  Public  Schools  of  Minnesolj 

Bui.  of  the  U.  of  Minn.,  Ed.  Mono.,  no.  6.     Minneapolis,  1924.     153 
2731.*Smith,  H.  J.     The  Administration  and  Supervision  of  Vocational  Edu 

tion  in  Cities,  with  Particular  Reference  to  Industrial  Education.  M 

ncsota,    1926.     See:    Industrial  Education ;  Administration   and   Sup] 

7'ision.     New  York:  Century,  1927.     334  p. 

2732.  Smith,  H.  L.     "Plans   for  Saving  Time  in  Grades  VII-XII,   InclusiA] 

3th  Conf.  on  Ed.  Meas.    Bloomington  :  Ind.  U.,  1918,  p.  74-91. 

2733.  Smith,  H.  L.     "The  Work  of  the  Bureau  of  Cooperative   Research, 

diana  University,"  Bui  of  the  E.vt.  Div.,  v.  8,  no.  11.  Bloomingtj 
Ind.  U.,  1923,  p.  3-11. 

2734.  Smith,  H.  L.     "A  Brief  Summary  of  the  Essential  Facts  Concerning 

Purpose,  History,  and  Work  of  the  Bureau  of  Cooperative  ResearcH 
Indiana  Universitv,"  But.  of  the  Sch.  of  Ed.,  v.  3,  no.  6.  Bloomingtj 
Ind.  U.,  1927,  p.  31-33. 


0) 


Ten  Years  of  Educational  Research,  1918-1927  283 

2735.  Smith.  H.  L.  and  Wright,  W.  W.    "Second  Revision  of  the  Bibliography 

of  Educational   Measurements,"   Bui.   of  the  Sch.   of  Ed.,  v.  4,   no.  2. 

Bloomington:  Ind.  U.,  1927.    251  p.     Original,  1923,  120  p.,  and  1st  rev. 

1925,   148  p.,  pub.  without  author's  name. 
2736.*Smith,   H.    P.     The   Business    Administration   of   a   Citj'   School    System. 

Teachers  College,  1926.     T.  C.  C,  no.  197.     New  York:  Bur.  of  Pub., 

1925.     129  p. 
2737. *Smith,   H.    S.      Factors   Conditioning   the    ReUgious    Education   of    Later 

Childhood.     Yale,  1923. 
2738.*Smith,   J.    M.      The   Training   of    High    School    Teachers    in   Louisiana. 

Teachers  College,  1927.     T.  C.  C,  no.  247.     New  York:  Bur.  of  Pub., 
I  1927.     101  p. 

':  2739.  Smith,  L.  O.     "Some  Phases  of  the  Administration  of  the  Education  of 

Gifted   Children,"   23rd   Yrbk.,  N.   S.   S.   E..   pt.    1.      Bloomington,    III: 

Pub.  Sch.  Pub.  Co.,  1924,  p.  65-72. 
2740.*Smith,  L.  W.     Illinois  High  Schools;   Their  Organization,   Maintenance, 

Administration  and  Instruction,  with  Particular  Reference  to  the  Town- 
ship High  School.     Chicago,  1919.     Springfield,  111.:   St.  Dept.  of  Pub. 

Instr.,  1917. 
2741.  Smith,  M.   E.     "An   Investigation  of  the  Development  of  The  Sentence 

and  The  Extent  of  Vocabulary  in  Young  Children,"  5.    U.  I.  Stud,   in 

Child  inf.,  V.  3,  no.  5.     Iowa  Citj-,  1926.    92  p. 
" '2742.*Smith,  Meredith.    An  Interpretation  of  Behavior  Based  on  Physiological 

Foundations  and  Applied  to  Education.     Teachers  College,   1927.   T.  C. 

C,  no.  261.     New  York:  Bur.  of  Pub.,  1927.    93  p. 
Smith,  M.  H.    See  1673. 
2743.*Smith,  N.  A.    What  Proportion  of  the  Basic  Vocabulary  of  Shakespeare 

and  the  Bible  is  of  Latin  Origin?     Peabody,   1924.     Peabody  Cont.  to 

Ed.,  no.  32.     Nashville,  Tenn. 

2744.  Smith,   N.   B.     Matching  Abilitv   as  a   Factor  in    First   Grade  Reading. 

Detroit :  Bd.  of  Ed.,  1927. 

2745.  Smith,  Payson,  et  al.     Consolidatioti  of  Schools  and  Transportation  of 

Pupils  at  Public  E.vpense  in  MassacJntsetts.  Boston:  Dept.  of  Ed., 
1920.    27  p. 

2746.*Smith,  R.  S.  A  Critical  Evaluation  of  the  Use  of  Old  Testament  Ma- 
terial in  Current  Graded  Curricula  of  Religious  Education.    Yale,  1927. 

(2747.  Smith,  S.  M.  The  Relation  of  the  State  to  Religious  Education  in  Mas- 
sachusetts.    Syracuse,  N.  Y. :  U.  Bk.  Store,  1926.     350  p. 

2748.  Smith,  W.  A.     The  Reading  Process.    New  York :  Alacmillan,  1922.  267  p. 

2749.  Smith,  W.  A.  The  Junior  Fligh  School.  New'  York:  Macmillan,  1925. 
478  p. 

2750.  Smith,  W.  W.  The  Measurement  of  Emotion.  New  York:  Harcourt 
Brace,  1922.     184  p. 

2751.  Smith,  Z.  M.  "A  Test  of  Animal  Husbandry,"  Bui.  of  the  Sch.  of  Ed., 
v.  2,  no.  5.     Bloomington:  Ind.  U.,  1926,  p.  90-103. 

Smith,  Z.  M.    See  416. 

2752.*Smithey,  W.  R.  State  and  County  Education  Reorganization  in  Mr- 
ginia.     Wisconsin,  1918. 

2753.  Smithies,  E.  M.  "Constructive  Student-Accounting  in  the  Secondary 
School.  B.  The  Case-History  Method  Applied  to  the  Administration 
of  High-School  Girls,"  Supp.  Ed.  Mono.,  no.  24.  Chicago  :  U.  of  C, 
1923,  p.  34-46. 

2754.*Smits,  M.  N.  ^Modern  Experimental  Schools  in  Germany  and  Educa- 
tional Significance  for  South  Africa.     New  York,  1926. 


rv  ( 


284  Bulletin  No.  42 

2755.  Smythe,  G.  F.     Kcnvon  College;  Its  First  Century.     New  Haven:  Yale- 

U.  Pr.,  1924.    349  p. 

2756.  SxEDDEN,  D.wiD.     Sociological  Determination   of  Objectives  in  Education.! 

Philadelphia:  Lippincott,  1921.     322  p. 

2757.  Sneddex,  David,  ct  al.     Home  Economics  Education:   Studies  of  Vocori 

tional  and   General  Courses.     New  York:   Bur.   of   Pub.,  T.   C,   1924.1 
224  p. 

2758.  Sxeddox,    Doxald.      "Measuring    Intelligence    Through    the    Interview," 

Proc.  of  the  5th  An.  Mtg.  of  the  Nail.  Assn.  of  Appointment  Secre- 
taries, 1928,  p.  26-27. 

2759.  SxELL,  E.  B.     "\"arious  Methods  Used  to  Secure  Notice  from  Candidates 

or  School  Officials  of  the  Acceptance  of  School  Positions,"  Rpt.  of  the 
4th  An.  Mtg.  of  the  Natl.  Assn.  of  Appointment  Secretaries,  1927,  p. 
15-23. 

2760.  SxoDDY.  G.  S.     "An  Experimental  Anal\-sis  of  a  Case  of  Trial  and  Error 

Learning  in  the  Human  Subject,"  Ps\.  Mono.,  v.  28,  no.  2.  Princeton 
N.  T.:  Psy.  Rv.  Co.,  1920.     78. p. 

2761.  SxoDDY,  G.   S.  and   Hyde,  G.   E.     "Mental   Survey  of  Utah   Schools  anc 

Adaptation  of  the  Armv  Beta  Tests,"  Bui.  of  the  U.  of  Utah,  v.  12 
no.  6.    Salt  Lake  City,  1921.    27  p. 

2762.  Snow,  W.  B.,  et  al.     "Modern  Foreign  Languages,"  4th   Yrhk.,  Dept.  O] 

Supt.    Washington :  N.  E.  A.,  1926,  p.  319-22. 

2763.  Sxow,  W.   B.,   et  al.     "Foreign  Languages   in  the    Junior  High   School,' 

5//;  Yrbk.,  Dept.  of  Supf.    Washington  :  N.  E.  A.,"  1927,  p.  291-314. 
2764.*SxvDER.  Agxes.     The  A'alue  of  Certain  Measurements  in  the  Training  o 

Teachers   (Experimentally  Determined).     Johns  Hopkins,   1927.     Balti 

more :  Johns  Hopkins  L'.  Pr.,  1928. 
2765.  SoLEXBERGER,  E.  R.     "Public  School  Classes  for  Crippled  Children,"  5m»i.^'S! 

of  Ed.  Bui,  1918,  no.  10.    Washington,  1918.    52  p. 
2766.*SoLXiTZKY,  0th MAR.     Factors  in  Economic  Learning.     Catholic   L'niver 

sity,  1920. 
2767.*SoLTES,  MoRDEC.\L    The  Yiddish  Press,  An  Americanizing  Agency.  Teach 

ers  College,  1924.     New  York:  Amer.  Jewish  Com.  life  S( 

2768.*SoMERS,  G.  T.     Pedagogical  Prognosis;   Predicting  the  Success  of  Pros 

pective   Teachers.     Teachers   College,    1924.      T.    C.   C.   no.    140.     Nev 

York:  Bur.  of  Pub.,  1923.     138  p. 

2769.  SoMERs.  G.  T.     "Students'   Attitude  Toward   Examinations,"  Bui.   of  ih 

Sch.  of  Ed.,  V.  3,  no.  1.     Bloomington  :  Ind.  V.,  1926.     48  p. 

2770.  SuMERS,  G.  T.     "A  Proposed  Marking  System   for  Colleges  and  Univei  |j(;i;f,, 

sities,"  Bui.  of  the  Sch.  uf  Ed.,  v.  3,  no.  6.  Bloomington:  Ind.  U.,  19Z 
p.  3-22. 

2771.  SoM.MERViLLE,  R.  C.     "Physical,  Motor,  and  Sensory  Traits,"  Archives  c 

Psy.,  no.  75.     New  York:  Columbia  U.,  1924.     108  p. 

2772.  SoxDBERC,  DowETT.     "Educational   Practices  Growing  Out  of  the  Hotn(  \ 

geneous  Grouping  of  Pupils,"  11th  An.  Schoolmen's  IJ'k.  Proc.     Phi 

adelphia:  U.  of  Pa.,  1924,  p.  113-19. 
2773.*SoxES,  W.  W.  D.    The  Use  of  \'ocabulary  as  a  Technical  Device  in  Cu 

riculum  Construction.     Pittsburgh,   1925. 
SouDERS,  L.  B.    See  2050. 
2774.*SorTH,  E.  B.     Some  Psvchological  Aspects  of  Committee  Work.     Ohi  Hi  "^ 

1927.  '  ^  '■ 

2775.  SovTHALL,  Maycie.     "A   Study  of  the  ^"alue  of   Supervision  in  Consol 

dated  Schools,"  Ed.  Pub.,  no.  106,  Div.  of  Supervision,  no.  25.  Raleig 

N.  C. :  St.  Supt.  of  Pub.  Instr.,  1925.    38  p. 


'Si 


^{1 


Ten  Years  of  Educational  Research,  1918-1927  285 

2776.  Spain,  C.  L.     "The  Platoon  School  in  Detroit,"  Detroit  Ed.  Bui,  no.  2. 

Detroit,  Mich. :  Bd.  of  Ed.,  1920.     108  p. 

2777.  Spain,  C.  L.     "Grouping  of  Children  by  Abilities  and  Consequent  Changes 

in  School  Procedure.     (1)   Procedure  in  Detroit,"  9th  An.  SchooUnen's 
IVk.  Proc.     Philadelphia:  U.  of  Pa.,  1922,  p.  257-63. 
2778.*Spain,  C.  L.     The  Platoon  School.     Michigan,   1923.     New  York:   Mac- 
millan.  1924.    262  p. 

2779.  Spain,  C.  L.,  ct  al.     "The  Intermediate   School  in  Detroit,"  Detroit  Ed. 

Bill,  no.  6.     Detroit,  Alich. :  Bd.  of  Ed.,  1921.    39  p. 

2780.  Spaulding,   F.    E.     Measuring   Textbooks.      New   York :      Newson,    1922. 

40  p. 

2781.*Spaulding,  F.  T.  The  Small  Junior  High  School:  Its  Possibilities  and 
Limitations.  Harvard,  1926.  Harvard  Stud,  in  Ed.,  v.  9.  Cambridge, 
Mass. :  Harvard  U.  Pr.,  1927.    226  p. 

2782.  Spearman,  C.  E.     The  Abilities  of  Man,  their  Nature  and  Measurement. 
New  York:     Macmillan,  1927.    415  p. 
Speer,  R.  E.    See  3161. 

2783.*Spell,  L.  M.  Musical  Education  in  North  America  During  the  Sixteenth 
and  Seventeenth  Centuries.  Texas,  1923.  Pub.  in  pt.  as:  "The  First 
Teacher  of  European  }\Iusic  in  America,"  Cath.  Hist.  Rv.,  New  Series 
II,  Oct.,  1922,  p.  372-78.  Translated  into  Spanish  and  pub.  in  El  Uni- 
versal, Mex.  City,  Aug.  12,  1923.  "Aztec  Music  and  Musicians,"  Proc. 
of  the  Music  Teh.  Natl.  Assn.,  1925,  p.  98-105.  Translated  into  Spanish 
and  pub.  in  Revista  de  Revistas,  Alex.  City,  Mar.  20,  1927.  "Music 
Teaching  in  New  Mexico,"  A^.  M.  Hist.  Rv.,  II,  Jan.,  1926,  p.  27-36. 
"Alusic  in  New  France  in  the  I7th  Century,"  Canadian  Hist.  Rv.,  VHI, 
June,  1927,  p.  119-31. 

2784.*Spence,  R.  B.  The  Improvement  of  College  Alarking  Systems.  Teachers 
College,  1927.     T.  C.  C,  no.  252.     New  York :  Bur.  of  Pub.,  1927.    89  p. 

2785.*Spence,  R.  E.  Education  as  Growth ;  Its  Significance  for  the  Secondary 
Schools  of  Ontario.  Teachers  College,  1925.  Toronto,  Canada:  Macomb 
Pr.,    1925.      183   p. 

2786.  Spencer,  Al.  E.     "Aledical  Supervision  in  Catholic  Schools,"  Bur.  of  Ed. 

Bui,  no.  1.     Washington:   Natl.  Cath.  Wlf.  Conf.,   1924.       47  p. 
Sperry,  H.  R.    See  2979. 

2787.  Spillman,  H.  C.     Personality.     New  York:  Gregg  Pub.  Co.,  1919.  206  p. 

2788.  Spirito,  Ugo.     "Educational   Developments :   Italy,"  Ed.   Yrbk.   of  the.  In- 

ternatl  Inst,  of  T.  C,  1924.     New  York :  Alacmillan,  1925,  p.  331-52. 
2789.*Sprowls,  J.  W.     War  and  Education.     Clark,  1919. 
2790.  Squires,   P.   C.     A    Universal   Scale    of   Individual   Performance    Tests. 

Examination  Manual.     Princeton:  U.  Pr.,  1926.     158  p. 
2791.*St.\ffelb.ach,    E.    H.     The    Federal    Government   and    Public    Education. 

Stanford,  1926. 

2792.  Staley,  S.  C.    "The  Program  of  Sportsmanship  Education,"  Btir.  of  E.  R. 

Cir.,  no.  28.     Urbana :  U.  of  I.,  1924.     27  p. 

2793.  Stalnaker,  E.  AL    A  Comparison  of  Certain  Mental  and  Physical  Meas- 

urements of  School  Children  and  College  Students.     Baltimore:   Wil- 
liams and  Wilkins,  1924.    98  p. 

2794.  Stalnaker,  John.     "A  Statistical  Study  of  Some  Aspects  of  the  Purdue 

Orientation  Testing  Program,"  Stud,   in  Higher  Ed.,  no.  8.     Lafayette, 
Ind. :   Purdue  V. 

2795.  Stanton,  H.  AL     "The  Inheritance  of  Specific  Alusical  Capacities,"  Psy. 

Mono.,  v.  31,  no.  1.    Princeton,  N.  J.:  Psy.  Rv.  Co.,  1922,  p.  157-204. 


286  Bulletin  No.  42 

2796.  ST.A.NTON,    H.    M.      Psychological    Tests    of   Musical    Talent.      Rochester, 

N.  Y. :  Eastman  Sch.  of  Music,  U.  of  Rochester,  1925.    49  p. 

2797.  St.^rch,     D.\niel.       Educational    Psychology.      (Revised).      New    York: 

Alacmilian,  1927.     568  p. 

2798.  ST.A.RKVVEATHER,  J.  A.     "City-wide  Program   for  Junior  High  School   In- 

dustrial Arts,"  Natl.  Soc.  for  Vocational  Ed.  Bnl.,  no.  H.     New  York, 

1923,  p.  9-12. 

2799.  Steacy,   F.    W.      "Interrelations   of    Mental   Abilities,"    T.    C.    C,  no.  95. 

New  York:  Bur.  of  Pub.,  1919.     77  p. 

2800.  Stebbixs,    R.    C.      "Accomplishment    Quotients  as  an   Aid   in    Diagnosis," 

1st  Yrhk.,  Dept.  of  El.  .Sch.  Pnn.    Washington :  N.  E.  A.,  1922,  p.  34-44. 
Stecher,  L.  I.    See  138,  139. 

2801.  Stedman,  L.  M.    Education  of  Gified  Children.     Yonkers,  N.  Y. :  World, 

1924,  190  p. 

2802.*Steele,  R.  M.  A  Study  of  Teacher  Training  in  Vermont.  Teachers 
College,  1926.    T.  C.  C,  no.  243.    New  York:  Bur.  of  Pub.,  1926.     Ill  p. 

2803.*Steere,  H.  J.  A  Study  of  Character  Traits  as  Related  to  Scholastic 
Achievement.     Cornell,  1927. 

2804.  Steixer,  B.  C.     "Life  of  Henry  Barnard,"  Bur.  of  Ed.  Bui.,  1919,  no.  8. 

Washington,  1919.     131  p. 

2805.  Stenquist,  J.  L.     Stenquist  Mechanical  Aptitude  Tests.     Manual  of  Di- 

rections.    Yonkers,  N.  Y. :  World,  1922.     21  p. 
2806.*Stenquist,  J.  L.     Measurements  of  Mechanical  Ability.       Teachers  Col- 
lege, 1923.     T.  C.  C,  no.  130.     New  York:  Bur.  of  Pub.,  1923.    101  p. 

2807.  Stenquist,  J.  L.     "The  Vocational  Interests  and  Aptitudes  of  Freshman 

Junior  High  School  Students,"  11th  An.  Schoolmen's  ll'k.  Proc.     Phila- 
delphia:  U.  of  Pa.,  1924,  p.  331-40. 

2808.  Stephanove,  Constantine.     "Educational  Developments :   Bulgaria,"  Ed. 

Yrbk.  of  the  Internatl.  Inst,   of  T.   C,   1924.     New  York:   Macmillan, 

1925,  p.  39-58. 

2809.*Stephens,  S.  D.  Individual  Instruction  in  English  Composition.  Har- 
vard, 1927. 

2810.  Stetson,  F.  L.     "The  Professional  Equipment  of   High  School  Teachers 

of    Oregon,"    Ed.   Mono.,   N.    S.    C.    T.    E.,   no.    11.      Baltimore:    J.    H. 
Furst  Co..  1922.  p.  122-30. 

2811.  Stetson,  F.  L.  and  Cozens,  F.  W.     "The  Organization  and  Administra- 

tion  of    Health    Education   in   the    Secondary    Schools   of    the    United 
States,"   L'.  of  Ore.  Pjib.,  v.   1,  no.  2.     Eugene,   1927.     112  p. 

2812.  Stetson,  P.  C,  et  al.     "Industrial  Arts  in  the  Junior  High  School,"  5th 

Yrhk.,  Dept.  of  Supt.     Washington:   N.   E.   A.,   1927,  p.  397-429. 

2813.  Stevens,  B.  M.     Private  Commercial  Schools,  Manhattan  and  the  Bronx. 

New  York :  Pub.  Ed.  Assn.  of  Ct.  of  N.  Y.,  1918.     144  p. 

2814.  Stevens,  E.  B.    "How  ^Nluch  Does  Higher  Education  Cost?"    Bur.  of  Ed., 

Higher  Ed.  Cir.,  no.  17.     Washington,  1919.     30  p. 

2815.  Stevens,   E.   B.  and  Elliott,   E.   C.  "Unit  Costs   in   Higher  Education," 

Rpt.  of  Ed.  Finance  Inquiry  Com.,  v.  13.     New  York:  Macmillan,  1924. 
212  p. 
2816.*Stevenson,   D.  H.     Tvpes  of   Elementary  Teaching:   A  Study  of   Cases. 
Ohio,    1926. 

2817.  Stevenson,   Id.\belle.     "Courses  of   Study   and   Methods   in   Safety  Edu- 

cation: Junior  High  Schools,"  25th  Yrbk.,  N.  S.  S.  E.,  pt.  1.     Bloom- 
ington.  III.:    Pub.    Sch.  Pub.   Co.,   1926,  p.  245-48. 

2818.  Stevenson,  Idabelle.     "Courses  of  Study  and  Methods  in  Safety  Educa- 

tion:   Senior   High   Schools,"  25th    Yrbk.,  N.  S.  S.   E.,  pt.   1.     Bloom- 
ington.  III:   Pub.   Sch.   Pub.  Co.,   1926,  p.  249-55. 


Ten  Years  of  Educational  Research^  1918-1927  287 

2819.  Stevenson,  Idabelle,  ct  al.     "Prevalent  ^Methods  of  Administering  Safety 
Education  in  the  Schools,"  25th  Yrhk.,  N.  S.  S.  E.,  pt.  1.     Bloomington, 
111.:  Pub.  Sch.  Pub.  Co.,  1926,  p.  55-101. 
Stevenson,  Idabelle.    See  737,  1181. 

2820.*Stevenson,  J.  A.  The  Project  Method  in  Teaching.  Illinois,  1918.  New 
York:  Macmillan,  1921. 

2821.  Stevenson,  P.  R.  "Class-Size  in  the  Elementary  School,"  Bur.  of  E.  R. 
Mono.,  no.  3.     Columbus:  O.  St.  U.,  1925.     35  p. 

2822.*Stevenson,  P.  R.  Smaller  Classes  or  Larger:  A  Study  of  the  Relation 
of  Class  Size  to  the  Efficiency  of  Teaching.  Teachers  College,  1925. 
J.  E.  R.  Mono.,  no.  4.  Bloomington,  III:  Pub.  Sch.  Pub.  Co.,  1923. 
128  p. 

2823. *Stew art,  A.  W.  A  Controlled  Experiment  in  Departmental  Teaching. 
Ohio,  1927. 

2824.  Stewart,  C.  W.  Moonlighi  Schools  for  the  Etiiancipation  of  Adult  Illiter- 
ates.   New  York:  Button,  1922.    194  p. 

2825.*Stewart,  George.  A  History  of  Religious  Education  in  Connecticut  from 
1633  to  1861.  Yale,  1921.  Yale  Stud,  in  Hist,  and  Theory  of  Religious 
Ed.,  no.  1.  New  Haven,  Conn. :  Yale  U.  Pr.,  1924.  See :  A  History  of 
Religious  Education  in  Connecticut  to  the  Middle  of  the  Nineteenth 
Century.  New  Haven,  Conn.:  Yale  U.  Pr.,  1924.  Vol.  1,  402  p.  Vol. 
II,  362  p. 

2826.  Stewart,    J.    S.      The    Public,    Private,    and    Dcno)ni)uitional    Secondary 

Schools  of  Georgia.     Atlanta,  Ga. :  Dept.  of  Ed.,  1920.     74  p. 

2827.  Stewart,  J.   S.,   et  al.     "Record   of   Students   Entering   Georgia   Colleges 

and  Normal  Schools,  1926-1927,"     Bui.   of  the   U.  of  Ga.,  v.  27,  no.  9. 
Athens,   1927.     64  p. 

2828.  Stilwell,  H.  W.     "Cost  of  Teaching  the  Social  Science  Subjects,"  Conf. 

upon    Problems    of   Ed.    Adni.    in    Tex.      Austin :    U.    of    Tex.,    1923, 
p.  84-92. 

2829.  Stinchfield,  S.   M.     "A  Preliminary  Study  in  Corrective  Speech,"  5.    U. 

I.   Stud,  in  Child   IVlf.,  v.   1,  no.  3.     Iowa  City,   1920.     36  p. 

2830.  Stinchfield,  S.   M.     "The  Formulation  and   Standardization  of  a  Series 

of  Graded  Speech  Tests,"  Psv.  Mono.,  v.  33,  no.  2.    Princeton,  N.  J. : 
Psy.  Rv.  Co.,   1923.     54  p. 

2831.  Stine,  J.  R.    A  Comparative  Study  of  Part  Time  and  Full  Time  Students 

— Toledo,  Lima,  Fremont.     Columbus:   O.   St.  Bd.   for  Vocational  Ed. 
84  p. 

2831a. Stiteler,  C.  A.  "Social  Activity  Record  of  Junior  High  School  Students 
in  the  Tenth  Grade,"  13th  An.  Schoolmen's  U'k.  Proc.  Philadelphia: 
U.  of  Pa.,  1926,  p.  298-301. 

2832.*Stitt,    E.   W.      Memory   Selections :    Their   Value   and    Importance ;    Im- 
provements  Recommended.  New  York,   1924. 
Stockbridge,  F.  p.    See  3001. 

2833.*Stockton,  J.  L.  The  Definition  of  Intelligence  in  Relation  to  Modern 
Methods  of  Mental  Measurement.  Stanford,  1920.  Psy.  Mono.,  v.  30, 
no.  4.     Princeton,  N.  J.:   Psy.  Rv.  Co.,   1921.     118  p. 

2834.  Stoddard,  A.  J.     "Textbooks  and  Tests  with  the  Individual  Method,"  24th 

Yrbk.,  N.  S.  S.  E.,  pt.  2.     Bloomington,  111.  :  Pub.  Sch.  Pub.  Co.,  1925, 
p.  231-36. 

2835.  Stoddard,  G.  D.     "Iowa  Placement  Examinations,"  S.   U.  I.  Stud,  in  Ed., 

V.  3,  no.  2.     Iowa  City,  1925.     103  p. 
Stoddard,  G.  D.    See  2566. 

2836.  Stoddard,  J.   A.     "Background  of   Secondary  Education   in   South   Caro- 

lina,"  U.  of  S.  C.  Bui,  no.  150.     Columbia,  1924. 


288  Bulletin  No.  42 

2837.*Stoke,  S.  M.  Occupational  Groups  and  Child  Development — A  Study 
of  the  Mental  and  Physical  Growth  of  Children  in  Relation  to  Occupa- 
tional Grouping  of  Parents.    Harvard,  1926. 

2838.  Stokvis,  Z.     "Educational  Developments:   Dutch  East  Indies,"  Ed.   Yrbk. 

of  the  Intcrnatl.  Inst,    of  T.   C.,   1925.     New   York:    I\Iacmillan,    1926, 
p.  233-55. 

2839.  Stone,  C.  P.  and  Doe-Kulm.\nn,  Lois.     "Notes  on  the  Mental  Develop- 

ment of  Children  Exhibiting  the  Somatic  Signs  of  Puberty  Praecox,' 
27th  Yrbk.,  N.  S.  S.  E.,  pt.  1.     Bloomington,  III:  Pub.  Sch.  Pub.  Co., 
1928,  p.  389-97. 
Stone,  C.  P.    See  406. 

2840.  Stone,  C.   R.     "Improving  Reading  Instruction  in  the  Light   of   Currenti 

Practices  in  Grades  Four,  Five,  and  Six,"  5th  Yrbk.,  Dept.  of  El.  Sch. 
Prin.     Washington :  N.  E.  A.,  1926,  p.  344-60. 

2841.  Stone,  C.  W.     "Standardized  Reasoning  Tests  in  Arithmetic  and  How  tc 

Use  Them,"  T.  C.  C,  no.  83.     New  York:  Bur.  of  Pub.,  1921.     34  p. 

2842.  Stone,  J.  C.    How  We  Subtract.  ■  Chicago :  Sanborn,  1926.    98  p. 
Stone,  R.  W.    See  2601. 

2843.*Stone,  W.  H.     Personnel  Service  in  Education.     California,  1924. 

2844.  Stone,  W.  H.     "Vocational  Guidance  in  Colleges  and  Universities,"  22rct 

Yrbk.,  N.  S.  S.  E.,  pt.  2.     Bloomington,  111.:  Pub.  Sch.  Pub.  Co.,  1924^ 

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2845.*Stoops,    R.    O.      Elementary-School    Costs    in    the    State    of    New   Yorkh 

Teachers  College,  1924.      Rpt.  of  the  Ed.  Finance  Inquiry  Com.,  v.  2. 

New  York:   Macmillan,  1924.     123  p. 

2846.  Storey,    T.    A.      "The    Status   of    Hygiene    Programs    in    Institutions    o| 

Higher   Education   in   the   United   States,"   Stanford    U.  Pub.,    U    Ser\ 
Medical  Sc,  v.  2,  no.  1.     Stanford  University,  Calif.,  1927.     125  p. 

2847.  Storey,  T.  A.,  et  al.     "Recent  State  Legislation  for  Physical  Education;] 

Bur.  of  Ed.  Bui,  1922,  no.   1.     Washington,   1922.     40  p. 

2848.*Storm,    a.    V.      How    the    Land-Grant    Colleges    are    Preparing    SpeciaJ 
Teachers  of  Agriculture.     Peabody,  1919.    Peabody  Cont.  to  Ed.,  no. 
Nashville,  Tenn.,  1920.     136  p. 

2849.*Stormzand,  M.  J.  The  Content  of  School  Courses  in  English  Gramma  J 
Analysis  of  Courses  of  Study,  of  Textbooks  and  of  Current  PracticI 
of  Writers.  Chicago,  1920.  See :  Stormzand,  M.  J.  and  O'Shea,  M.  \\ 
How  Much  English  Grammar?  Baltimore:  Warwick  and  York,  192-.'| 
224  p. 

2850.*Stout,  J.  E.  Development  of  High  School  Curricula  in  the  Nort) 
Central  States,  1860-1900.  Chicago,  1918.  Piib.  as:  "The  Develoij 
ment  of  High-School  Curricula  in  the  North  Central  States  froil 
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322  p. 

2851.  Stout,  J.   E.     Organization   and  Administration    of  Religious  Educatio 

New  York:  Abingdon  Pr.,  1922.     287  p. 

2852.  Stowe,  a.   AI.     "Report  of  a  Survey  of  the  Junior  Colleges  of   Detrcj 

and  Grand  Rapids,  Alichigan,  and  of  Joliet,  Illinois,"  Bur.  of  Ed.  Bu§ 
1922,  no.  19.     Washington,  1922,  p.  65-73. 

2853.  Stowell,  J.  S.     Methodist  Adventures  in  Xegro  Education.     New  Yorl| 

Methodist   Bk.   Concern,   1922.     190  p. 


Ten  Years  of  Educatioxal  Research,  1918-1927  289 

2854*Strang,  R.  M.  Subject  Matter  in  Health  Education:  An  Analysis  and 
Evaluation  of  the  Contents  of  Some  Courses  of  Study  and  Textbooks 
Dealing  with  Health,  and  Suggestions  for  Using  Such  an  Analysis. 
Teachers  College,  1926.  T.  C.  C,  no.  222.  New  York:  Bur.  of  Pub., 
1926.  108  p. 
Strang,  R.  M.    Sec  1052. 

2855.  Strasheim,  J.  J.  A  Ncn-  Method  of  Mental  Testing.  Baltimore  :  War- 
wick and  York,  1926.  158  p. 

2856.  Stratemeyer,  F.  B.  and  Bruner,  H.  B.  Rating  Elementary  School  Courses 
of  Study.     New  York:   Bur.  of  Pub.,  T.   C,  1926.     193  p. 

Stratemeyer,  F.  B.    See  376. 

2857.  Strayer,  G.  D.  and  Bachman,  F.  P.  The  Gary  Public  Schools :  Organisa- 
tion and  Administration.     New  York:  Gen.  Ed.  Bd.,  1918.     126  p. 

2858.  Str.wer,  G.  D.  and  Exgelhardt,  N.  L.  School  Records  a)id  Rel'orts.  New- 
York :    Bur.  of  Pub.,  T.  C,  1923.     81  p. 

2859.  Strayer,  G.  D.  and  Engelhardt,  N.  L.  A  Score  Card  and  Standards 
for  the  Records  and  Reports  of  City  School  Systems.  Preliminary 
edition.     New  York:  Bur.  of  Pub.,  T.  C,  1923.     81  p. 

2860.  Strayer,  G.  D.  and  Ekgelharut,  N.  L.  Standards  for  Elementary  School 
Buildings.     New  York:   Bur.  of  Pub.,  T.  C,   1923.     57  p. 

y"j  2861.  Strayer,    G.    D.    and    Exgelhardt,    N.    L.      Standards   for   High    School 
■^  Buildings.     New  York:  Bur.  of  Pub.,  T.  C,  1924.      95  p. 

12862.  Strayer,  G.   D.  and  Haig,  R.  A1.     "The  Financing  of  Education  in  the 
State  of  New  York,"  Rpt.   of  Ed.  Finance  Inquiry  Com.,  v.   1.     New 
York:  Alacmillan,  1924.     205  p. 
2863.  Str.-\yer,  G.  D.,  et  al.     General  Report  on  Scliool  Buildings  and  Grounds 
'  of  Delazvare.     Wilmington :  Service  Citizens  of  Delaware,  1919.     124  p. 

2863a. Str.\yer,  G.  D.,  et  al.  Educational  Finance  Inquirv.  New  York:  Alac- 
millan, 1923,  1924,  1925.    13  v. 

2864.  STR.A.YER,  G.  D.,  et  al.     Standards  for  the  Administration  Building  of  a 

School  System.     New  York:   Bur.  of  Pub.,  T.  C,   1927.     40  p. 
Strayer,  G.  D.    See  32,  1715. 

2865.  Streitz,    Ruth.      "Gifted    Children    and    Provisions    for    Them    in    Our 

Schools,"  Bur.  of  E.  R.  Cir.,  no.  14.     Urbana :  U.  of  I.,  1922.     12  p. 

2866.  Streitz,    Ruth.      "Provisions    for   Exceptional    Children    in    191    Cities," 

Bur.  of  E.  R.  Cir.,  no.  19.     Urbana :  U.  of  I.,  1923.     13  p. 

2867.  Streitz,   Ruth.      "Educational    Diagnosis,"    Bur.    of   E.    R.    Cir.,    no.   27. 

Urbana  :~U.  of  I.,  1924.     16  p. 

2868.  Streitz,    Ruth.      "Teachers'    Difficulties    in    Arithmetic    and    Their    Cor- 

rectives," Bur.  of  E.  R.  Bui,  no.  18.    Urbana :  U.  of  I.,  1924.    34  p. 

2869.  Streitz,  Ruth.    "Teachers'  Difficulties  in  Reading  and  Their  Correctives," 

Bur.  of  E.  R.  Bui,  no.  23.     Urbana :  U.  of  I.,  1925.     35  p. 
2870.*Streitz,  Ruth.     Safety   Education   in  the   Elementary   School :   A  Tech- 
nique  for  Developing  Subject   Matter.     Teachers   College,   1927.     Pub. 
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New  York,  1927.     142  p. 

2871.  Stricker,  Louis.     "Blindness  in  Hamilton  County,"  Stud,  from  the  Helen 

S.  Troimstine  End.,  v.  1,  no.  3.     Cincinnati,  O.,  1918.     109  p. 

2872.  Stricklaxd,  V.  L.     "Relative  Levels  of  Intelligence  in  College  and  High 

School,"  Kan.  St.  Ag.  Col.  Bui,  v.  10,  no.  4.     Manhattan,  1927.     114  p. 
Strickland,  V.  L.    See  1385. 


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290  Bulletin  No.  42 

2873.  Strickler,    Fred.     Student  Employment   in    the   Lincoln   School.       New 

York:  Lincoln  Sch.,  T.  C,  1927.    36  p. 
2874.*Stroh,  U.  M.     Literature  for  Grades  VII,  VIII,  and  IX:    A  Study  of 
Prevailing  Materials  and  Methods,  with  Suggestions  for  Their  Revision. 
Teachers^ College,  1927.     T.  C.  C,  no.  232.     New  York:  Bur.  of  Pub., 
1927.     110  p. 
2875.  Strong,  E.   K.  and  Uhrbrock,  R.   S.     Job  Analysis  and  the  Curriculum. 
Baltimore :  Williams  and  Wilkins,   1923.     146  p. 
Strong,  M.  A.    See  1014. 
2876.*Struck,   F.   T.     Farm    Shop   Work   in   Pennsylvania.     Teachers   College, 

1920.     State  College,   Pa.,   1920. 
2877.*Strumpf,   B.    E.     Bookkeeping   Duties   and   the    Commercial   Curriculum. 
New  York,  1926. 
Struthers,  a.  B.    See  2993. 
2878.*Stuart,  H.     The  Training  of   ^lodern   Foreign  Language  Teachers   for  •• 
the  Secondary  Schools  in  the  United   States.     Teachers  College,   1927. 
T.  C.  C,  no.  256.     New  York:- Bur.  of  Pub.,  1927.     Ill  p. 
Stuart,  R.  R.    See  797. 
Studebaker,  J.  W.    See  2567. 

2879.  Stltdensky,    Paul.      Teachers'    Pension    Systems    in    the    United    States. 

New  York:   Appleton,   1920.     460   p. 

2880.  STUTSM.A.N,    Rachel.      "Performance    Tests    for    Children    of    Pre-Schooli 

Age,"  Genetic  Psv.  Mono.,  v.  1,  no.  1.     Worcester:  Clark  U.  Pr.,  1926. 
67  p. 
2881.*SuDWEEKS,   J.      The    Intelligence   of    the    Continuation    School    Pupils   of 
Wisconsin.     Wisconsin,   1925.     Madison,  Wis. :  Bur.  of  E.  R.,  1925 

2882.  Suhrie,  A.  L.     "The  Present  Status  and  Future  Possibilities  of  the  City 

Teachers  College,"  Ed.  Mono.,  N.  S.  C.  T.  E.,  no.  12.     Chicago :  U.  Pr., 
1923,  p.  5-19. 

2883.  Sullivan,  E.   B.     "Attitude  in  Relation  to  Learning,"  Ps\.  Mono.,  v.  36,i 

no.  3.     Princeton,  N.  J.:  Psy.  Rv.  Co.,  1927.     149  p. 

2884.  Sullivan,   E.   T.     "Data   on   Ability-Grouping   from   Los   Angeles,"   24th 

Yrhk.,  N.  S.  S.  E.,  pt.  2.     Bloomington,  111. :  Pub.  Sch.  Pub.  Co.,  1925, 
p.   148-51. 
Sullivan,  L.  R.    Sec  2269. 

2885.  Sutherland,  A.  A.     "Factors  Causing  Maladjustment  of  Schools  to  In- 

dividuals," 24th  Yrhk.,  N.  S.  S.  E.,  pt.  2.     Bloomington,  111. :  Pub.  Sch 
Pub.  Co.,  1925,  p.  1-30. 
Sutherland,  A.  H.    See  2925.  . 

2886.  Sweeney,    J.    W.      "Transportation    to    the    Rural    Consolidated    School,* 

7th  An.  Schoolmen's  IV k.  Proc.    Philadelphia:  U.  of  Pa.,  1920,  p.  59-62 BT'™ 

2887.  Swift,   F.   H.     Education   in   Ancient   Israel,  from   Earliest  Times  to  71 

A.  D.     Chicago  :  Open  Court  Pub.  Co.,  1919.       134  p. 

2888.  Swift,  F.  H.    "State  Policies  in  Public  School  Finance,"  Bur.  of  Ed.  Bui 

1922,  no.  6.     W^ashington,  1922.     54  p. 

2889.  Swift,  F.  H.     "Studies  in  Public  School  Finance:  The  West— Calif ornis 

and  Colorado,"  Res.  Pub.  of  the  U.  of  Minn.,  Ed.  Ser.,  no.  1.     Minne 
apolis,  1922.     221  p. 

2890.  Swift,    F.    H.      "A    Biennial    Survey    of    Public    School    Finance    in   th  ■    -^f 

United  States,  1920-1922,"  Bur.  of  Ed.  Bui,  1923,  no.  47.     Washingtor  Mj-^l^ 

1923.  34  p.     Also  :  U.  of  Minn.  Bui,  no.  47.     Miimeapolis,  1923.     34  i  B*^^ 

2891.  Swift,  F.  H.     "Federal  Aid  to  Public  Schools,"  Bur.   of  Ed.  Bui,  19ZB    Or^ 

no.  47.     Washington,  1923.     47  p.  ■    ^"r 


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Ten  Years  of  Educational  Research,  1918-1927  291 

2892.  Swift,  F.  H.     "The  Public  School  System  of  Arkansas.     Part  I.     Digest 

of  General  Report.     Part  II.  Public  School  Finance,"  Btir.  of  Ed.  Bui, 
1923,  no.  10,  11.     Washington,  1923,  79  and  110  p. 

2893.  Swift,  F.  H.     "Apportionment  of  State  School  Funds,"  15th  Yrbk.,  N.  S. 

C.   T.  E.     Chicago:  U.  Pr.,  1926,  p.  95-103. 

2894.  Swift,  F.  H.  and  Goldthorpe,  J.  H.     "Studies  in  Public  School  Finance; 

the  South,  Arkansas,  Oklahoma,  Alabama,  Tennessee,"  Res.  Pub.  of  the 
U.  of  Minn.,  Ed.  Ser.,  no  4.     Minneapolis,  1925.     224  p. 

2895.  Swift,    F.    H.,   et   al.     "Studies   in   Public    School    Finance :   The    East — 

Massachusetts,  New  York,  and  New  Jersey,"  Res.  Pub.   of  the   U.   of 
Minn.,  Ed.  Ser.,  no.  2.     Minneapolis,  1923.     240  p. 

2896.  Swift,    F.    H.,    et   al.      "Studies    in    Public    School    Finance :    The    Aliddle 

West,  Illinois,  Minnesota,  South  Dakota,  with  a  Supplement  on  Alaska," 
Res.    Pub.    of   the    U.   of  Minn.,   Ed.    Ser.,  no.   3.      Minneapolis,    1925. 
329  p. 
Swift,  Mary.    See  2295. 

2897.  SwiGGETT,  G.  L.  "Statistics  Relating  to  Business  Education  in  Colleges 
and  Universities,  1921-22,"  Bur.  of  Ed.  Commercial  Ed.  Lf.,  no.  6. 
Washington,   1923.     8  p. 

2898.  SwiGGETT,  G.  L.  "Objectives  in  Commercial  Engineering,"  Bur.  of  Ed. 
Bui,  1924,  no.  16.    W^ashington,  1924.    66  p. 

2899.*SvMONDS,  P.  M.  Special  Disability  in  Algebra.  Teachers  College,  1923. 
T.  C.  C,  no.  132.     New  York:  Bur.  of  Pub.,  1923.     89  p. 

2900.  Symonds,   p.   M.     Ability  Standards  for  Standardised  Tests  of  Achiez'e- 

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2901.  Sy.monds,    p.    M.     Measurement    in    Secondary    Education.      New   York: 

Macmillan,  1927.     588  p. 
Symonds,  P.  M.    See  2959. 
2902.*Taft,  Linwood.    Development  of  Manual  Arts  Instruction  in  Cities  of  the 

United   States.      ^Missouri,    1918. 
2903. *Tai,  Swang-Chow.     Objective  Pleasures  Used  in  Determining  the  Et^ci- 

ency  of  the  Administration  of  Schools.     Teachers  College,  1927.     Paris, 

France :  Louis  Arnett. 
2904. *Tai,   Tse-Chien.    Professional   Education    for  Librarianship.     Iowa,   1925. 

New  York :  H.  W.  Wilson  Co.,  1925. 

2905.  Takayama,   Keyoshi.     The  Reconstruction   of   the   Public   School  Curri- 

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2906.  Tallman,  G.  G.     "A  Comparative  Study  of  Identical  and   Non-Identical 

Twins  with   Respect  to  Intelligence  Resemblances,"   27th   Yrbk.,  N.  S. 

S.  E.,  pt.  1.     Bloomington,  111.:  Pub.  Sch.  Pub.  Co.,  1928,  p.  83-86. 
^907.*Tallman,    R.    W.      A    Critical    Analysis    of    Student    Persistence    at   the 

University  of   Iowa.     Iowa,   1925.     5.    U .  L  Stud,   in   Ed.,  v.  4,  no.    1. 

Iowa  City,   1927.      64  p. 
!908.*Tanner,  V.  L.     The  Comparative  Opportunity  of  Bright  and  Dull  Pupils 

During  the   Class   Period.     Chicago,    1922. 
Tassell,  I.  V.    See  864. 
!909.*Taylor,  G.   A.     An  Inventory  of  the   Minds  of   Individuals  of   Six  and 

Seven  Years  Mental  Age.     Teachers  College,  1923.     T.  C.  C,  no.  134. 

New  York :  Bur.  of  Pub.,  1923.       147  p. 
Taylor,  G.  A.    S.ee  568,  1375. 
10.*Taylor,  H.  C.     The  Educational  Significance  of  the  Early  Federal  Land 

Ordinances.     Teachers  College,   1920.     T.   C.   C,  no.   118.     New  York: 

Bur.  of  Pub.,  1922.     138  p. 


I! 


292  Bulletin  No.  42 


II 


I 


2911.  T.^YLOR,  H.  R.  The  Relationship  of  Estimated  Teaching  Ability  to  Pupil 
Achievement  in  Reading  and  Arithmetic.  Stanford,  1928.  See  :  "The 
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2912.*T.^YLOR,  J.   S.     Handwriting  and   Its   Supervision.      New  York,    1924. 

2913.*T.'>lYlor,  R.  B.  Principles  of  School  Supply  ^Management.  Teachers 
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2914.*Taylor,  W.  H.  The  Significance  of  Choice  of  Unit  in  Standardized 
Scores  (The  Centigrade  Scale).     Iowa,  1925. 

2915.*Taylor,  W.  S.  The  Development  of  the  Professional  Education  of 
Teachers  in  Pennsylvania.  Teachers  College,  1924.  Philadelphia:  Lip- 
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2916.  TcHiSHiN,  W.  "Educational  Developments :  China,"  Ed.  Yrbk.  of  the 
Internatl.  Inst,  of  T.  C,  1924.     New  York:  Macmillan,  1925,  p.  93-145. 

2917.*Te.\g.a.rdex,  F.  IM.     A  Study  of  the  Upper  Limits  of  the  Development  of  t 
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Bur.  of  Pub.,  1924.     112  p. 
Teigs,  E.  a.    See  2895. 

2918.  Templin,  L.  de  L.  Some  Defects  and  Merits  in  the  Education  of  IVotnen 
in  Missouri.    Pub.  by  the  author,  1926.    256  p. 

2919.*Tenney,   E.   V.      Some   Factors   which   Condition  the   Formation  of   Re- 
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2920.  Terman.  L.  AI.     The  Intelligence  of  School  Children.    Boston:  Houghton 

Mifflin,  1919.     317  p. 

2921.  Terman,  L.  M.     Terman  Group  Test  of  Mental  Ability  for  Grades  7  to  12. 

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2922.  Terman,  L.  M.     "The  Physical  and  Mental  Traits  of  Gifted  Children," 

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1924,  p.   155-67. 

2923.  Terman,  L.   AI.   and   De  Voss,  J.   C.  "The   Educational   Achievements  of 

Gifted   Children,"   23rd    Yrbk.,  N.  S.  S.   E.,  pt.    1.     Bloomington,   III: 
Pub.  Sch.  Pub.  Co.,  1924,  p.  169-84. 

2924.  Terman,  L.  M.  and  Lima,  AIargaret.     Children's  Reading.     New  York:. 

Appleton,  1926.    364  p. 

2925.  Terman,   L.    AI.,   et   al.      Intelligence    Tests   and   School   Reorganization.! 

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2926.  Ter>l\n,  L.  AI.,  et  al.  "Alental  and  Physical  Traits  of  a  Thousand  Gifted 

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1925.  648  p. 

2927.  Terman,  L.  AL,  et  al.     "Nature  and  Nurture:   Part   I,  Their  Influence 

Upon  Intelligence.     Part  II,  Their  Influence  Upon  Achievement,"  27<Ajj|;|' 
Yrbk.,  N.  S.  S.  E.,  pt.   1,  2.     Bloomington,  111.:   Pub.   Sch.   Pub.  Co.,: 
1928.    465  and  397  p.  |kS«T| 

Terman,  L.  AI.    Sec  1198,  1589. 

2928.*Terrell,  R.  F.      A  Study  of  the  Early  Journalistic  Writings  of  Henry  W. 

Grady.     Peabody,  1926.  |    Tf 

2929.*Terry,  p.  W.  How  Numerals  are  Read;  An  Experimental  Study  of 
the  Reading  of  Isolated  Numerals  and  Numerals  in  Arithmetic  Prob- 
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1922.     109  p. 

2930.  Terry,  P.  W.  Extra-Curricular  Acti7-ities  in  the  Junior  High  School 
Baltimore :   Warwick  and   York,    1926.    122   p. 


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2931.  Terry,    P.    W.      "General    Survey   of   Practices :    Junior    High    Schools," 

23th  Yrhk.,  N.  S.  S.  E.,  pt.  2.     Bloomington,  111. :  Pub.  Sch.  Pub.  Co., 
1926,  p.  23-38. 

2932.  Terry,   P.   W.   and    Marquis,   \V.   J.      "Legislation   on    the   Junior   High 

School,"  Bur.  of  Ed.  Bui,  1924,  no.  29.    Washington,  1924.    42  p. 

2933.  Terry,   P.   W.,   et  al.      "Special   Types   of   Activities :    Honor    Societies," 

25th  Yrbk.,  N.  S.  S.  E.,  pt.  2.     Bloomington,  111. :  Pub.  Sch.  Pub.  Co., 
1926,  p.  149-64. 

2934.  Thayer,  V.  T.     The  Misrepresentation  of  Locke  as  a  FornKilist  in  Educa- 

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2935.  Theisex,  W.  W.     "A  Report  on  the  I'se  of   Some   Standard  Tests   for 

1916-17,"  Stud,  in  Ed.  Meas.  in  Wis.  Bui.,  no.  1.     Madison,  Wis.:  St. 
Dept.  of  Pub.  Instr.,  1918.     120  p. 

2936.  Theisen,  W.  W.     "Factors  Affecting  Results  in  Primary  Reading,  20tli 

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2937.*Thibeau,  P.  W.     Education  in  Nova  Scotia  Before   1811.     Catholic  Uni- 
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2938.*Thiel,    R.    B.      The   Fiscal    Administration   of    the    High    School.      Wis- 
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Thiele,  Louis.    See  158. 

2939.  Thies,  L.  J.     "The  Time  Factor  in  Arithmetic  Texts,"  .S".   U.  I.  Mono,  in 

Ed.,  no.  2.    Iowa  City,  1926.    38  p. 

2940.  *Thomas,  F.  W.     A  Study  of  the  Functions  of  the  Public  Junior  College, 

and  the  Extent  of  Their  Realization  in  California.     Stanford,  1926. 
Thomas,  J.  A.    See  1001. 
2941.*Thomas,    L.    M.      A    History   of    Religious    Education   in    the    Methodist 
Episcopal  Church,  South,  to   1870.     Yale,   1927. 

2942.  Thomas,  M.  W.     "Public  School  Plumbing  Equipment,"  T.  C.  C,  no.  282. 

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2943.  Thom.asox,  J.  F.     Foundations  of  the  Public  School  of  South  Carolina. 

Columbia,  S.  C. :  St.  Co.,  1925.    237  p. 
2944.*Thompsox,    C.    H.      Objective    Determination    of    a    Curriculum    for    the 
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2945.  Tho.mpsox,  C.  O.     "The  Curriculum  of  the  Small  High  School,"  Bui.  bid. 

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1926.    36  p. 

2946.  Thompsox',  C.  O.  and  Russell,  Dale.     "Some  Factors  Affecting  the  Scho- 

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2947.  Thompsox,   F.   V.     Schooling   the   Immigrant.     New   York:    Harper   and 

Bros.,  1920.    408  p. 
2948.*Thompsox,   H.     An    Experimental    Study   of   the   Beginning   Reading   of 
Deaf-Mutes.     Teachers  College,  1927.     T.  C.  C,  no.  254.     New  York: 
Bur.  of  Pub.,  1927.     83  p. 
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2949.  Thompson,  J.  E.     "Magazine  Reading  Interests  of  High  School  Students," 

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2950.  Tho.mpsox.   J.    E.     "Magazine    Reading   of   High    School    Pupils,"   H.    S. 

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294  Bulletin  No.  42 

2951.*Thompson,  L.  A.     An  Experimental  Study  of  Attitude  Toward  Work  of 
Different  Degrees  of  Uniformity.     Ohio,   1927. 
Thomson,  A.  A.    See  943. 

2952.  Thorxdike,  E.  L.     "Recent  Developments  in  Educational  Measurements," 

Bui.  of  the  Ext.  Div.,  v.  4,  no.  4.     Bloomington  :  Ind.  U.,  1918,  p.  66-73. 

2953.  Thorndike,  E.  L.    "Tests  for  Vocational  Selection,"  Bid.  of  the  Ext.  Div., 

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2954.  Thorndike,  E.  L.     "The  Standardization  of  Instruments  of  Instruction," 

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2955.  Thorndike,  E.  L.    "The  Task  of  the  Elementary  School,"  Bui.  of  the  Ext. 

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2956.  Thorndike,  E.  L.     The  Teacher's  Word  Book.     New  York :  Columbia  U., 

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2957.  Thorndike,  E.  L.     The  Psvcholocjv  of  Arithmetic.    New  York:  Macmillan, 

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2958.  Thorndike,   E.   L.     "The   Resemblance  of   Siblings  in   Intelligence,"  27th 

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2959.  Thorndike,  E.  L.,  et  al.     The  Psychology  of  Algebra.     New  York:  Mac- 

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2960.  Thorndike^  E.  L.,  et  al.     The  Measurement  of  Intelligence.     New  York: 

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2961.  Thornsburc.h,  Z.ad.a.     "Report  of  the  Committee  on  the  Investigation  of 

the   Worth  of   Modern  Literature   in  the   High   School,"   ///.   Assn.   of 
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2962.  Threlkeld,  A.  L.,  et  al.     "Language  and  Composition,"  4ih   Yrbk.,  Dept. 

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2963.  Threlkeld,  A.  L.,  et  al.     "The  Appropriateness  of  High-School  Courses 

for  Pupils  Not  Going  to  College,"  6th  Yrbk.,  Dept.  of  Snpt.     Wash- 
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2964.*Thurber,   C.    H.     The    Fiscal    Support    of    State   Universities   and    State 
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2965.  Thurston,  H.  W.     Delinquency  and  Spare  Time.     Cleveland:  Sur.  Com. 

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2966.  Thurstone,  L.   L.     Mental  Tests  for  Prospective   Telegraphers.     Pitts- 

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2967.  Thurstone,  L.  L.     "The  Learning  Curve   Equation,"  Psv.  Mono.,  v.  26, 

no.  3.     Princeton,  N.  J. :  Psy.  Rv.  Co.,  1919.    51  p. 

2968.  Thurstone,  L.  L.     "Mental  Tests  for  Engineering  Students,"  Soc.  for  the 

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2969.  Thurstone,  L.  L.     Thurstone  Vocational  Guidance  Tests.    Manual  of  Di- 

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2970.  Thurstone,   L.   L.     The  Fundamentals  of  Statistics.     New   York:    Mac- 

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2971.  Thurstone,  L.   L.  and   M.\nn,  C.   R.     "Vocational   Guidance   for  College 

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2972.  Thwing,   C.   F.      The  American   Colleges  and   L'ni-versities  in   the  Great 

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2973.  Thwing,    C.    F.     "Higher    Education    in    Australia    and    New    Zealand," 

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2974.  TiDYMAN,  W.  F.  "Survey  of  the  Writing  Vocabularies  of  Public  School 
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2975.*TiEr.s,  E.  W.     An  Evaluation  of  Technique  of  Teacher  Selection.     Min- 
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2976.'''TiLTON,  J.  W.  The  Relation  Between  Association  and  the  Higher  Mental 
Processes.  Teachers  College,  1926.  T.  C.  C,  no.  218.  New  York : 
Bur.  of  Pub.,  1926.     55  p. 

2977.*TiNGELSTAn,  O.  A.  The  Religious  Element  in  the  American  School 
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1925. 

2978.  Tinker,  M.  A.  "A  Photographic  Study  of  Eye  Movements  in  Reading 
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2979.  TiPPETT,  J.  S.,  et  al.  Ciirriculiim  Making  in  an  Elementary  School. 
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2980.*TiRAPEr,ui-LEiVA,  Luis.  Comparative  Variability  in  Anthropometric 
Traits  of  Normal  and  Feeble-Minded.  Teachers  College,  1924.  Santi- 
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2981.*TiREMAN,  L.  S.  The  Value  of  Marking  Hard  Spots  in  Spelling.  Iowa, 
1927. 

2982.  TjADEN,  J.  C.     Causes  of  Delinquency  in  Boys  of  Suf^crior  Intelligence. 
Des  Moines,  la. :  St.  Bd.  of  Control,  1923. 
ToBiN,  M.  E.    See  320. 

2983.*ToDn,  W.  H.     What  Citizens  Know  About  Their  Schools.     Teachers  Col- 
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2984.*TooPS,  H.  A.  Trade  Tests  in  Education.  Teachers  College,  1921.  T.  C. 
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2985.  Toops,  H.  A.     "Tests   for  Vocational  Guidance  of   Children  Thirteen  to 

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2986.  Toops,  H.  A.  "Better  Training  of  Employees  Through  Tests,"  Proc.  of 
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1  2987.  Toops,  H.  A.     "Report  No.  2  of  the  Committee  on  .Intelligence  Tests  for 
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2988.  Topping,  Victor  and  Dempsey,  S.  J.  A  Suriry  of  Current  Methods  of 
Study  and  Research  and  Experimentation.  New  Haven,  Conn. :  Com. 
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2989.*Torcheimer,  Estelle.  Kant's  Religion  Within  the  Bounds  of  Pure  Reason. 
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2990.*Totah,  K.  a.  The  Contributions  of  the  Arabs  to  Education.  Teachers 
College,  1926.     T.  C.  C,  no.  231.     New  York :  Bur.  of  Pub.,  1926. 

2991.*TouTON,  F.  C.  Solving  Geometric  Originals.  Teachers  College,  1919. 
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■Si 


f*  1 


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3190.*WiLLEY,  G.  S.  Psychological  Principles  Applied  to  the  Teaching  of  Agri- 
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3241.  Wood,  T.  D.    Health  Service  in  City  Schools  of  the  United  States.    Wash- 

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308  Bulletin  No.  42 


I 


3245.*WooDRiN(;,  M.  N.    A  Study  of  the  Quality  of  English  in  Latin  Translations. 

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3246.  W(X)DROw,   H.   H.     Brightness  and   Dullness   in   Children.     Philadelphia: 

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Woods,  E.  L.    See  943.  • ' 

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3247.*WooDS,  R.  C.    The  Financial  Support  of  Education  in  a  County  as  Affected     j 

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3248.  Woodson,  C.  G.     "Early  Negro  Education  in  West  Virginia,"  IV.  Va.  Col.     ': 

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3251.*WooDW.ARD,  H.   M.     Opportunities   for   Vocational   Education   in  the   San     | 

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3253.  Woody,   Clifford.     Results   of  a   Sf^clling   luzTstigation    in    the  State   of 

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3254.  Woody,  Clifford.     "Measurements  of  Some  Achievements  in  Arithmetic," 

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3255.  Woody,  Clifford.     "The  Woody  Arithmetic  Scales,  How  to  Use  Them," 

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3256.  Woody,  Clifford.     "First-Year  Tests  in  English  in  the  High  Schools  of 

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3257.  Woody,   Clifford.      "Practices    in    Teaching   First-Gradc    Reading   in    the 

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3258.  Woody,  Clifford.    "Results  of  the  May  Testing  Program  in  the  Elementary^ 

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3259.  Woody,  Clifford.    "Achievements  in  Ninth-Grade  English  in  \'arious  High  ; 

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3260.  Woody,  Clifford.     "The  Permanent  Effects  of  the  Teaching  of  Spelling," 

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3261.  Woody,  Clifford.     "Report   of   the  Latin   Investigation   in   \'arious   High 

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3262.  Woody,  Clifford.     "Results  Obtained  from  .\bility  Grouping,"  Bur.  of  Ed. 

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3264.  Woody,  Clifford.    "The  Permanent  Influence  of  the  Teaching  of  Spelling,' 

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101. 


Tex  Years  of  Educational  Research,  1918-1927  309 

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3266.  Woody,  Clifford.     "The  Evaluation  of  Two  Methods  of  Teaching  Spell- 

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3268.  Woody,   Clifford.      "The    Amount   of    Time    Devoted   to    Recitation    and 

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3269.  Woody,  Clifford  and  Berg  max,  W.  G.     "The  Measurement  and  Equaliza- 

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3270.  Woody,  Clifford  and  Chapelle,  E.  H.     "Pupil-Participation  in  the  Extra- 

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3274.  WooLLEV,  H.  T.     "The  Use  of  Intelligence  Tests  in  the  Public  Schools," 

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3276.  WooLLEY,  H.   T.  and   Ferris,  Elizabeth.     "Diagnosis   and  Treatment  of 

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2)277.  WooLLEY,  H.  T.  and  H.\rt,  Hornell.  "Feeble-Minded  Ex-School  Chil- 
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3278.*WoRCESTER,  D.  A.  Some  Application  of  Modern  Methods  of  Scientific 
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3279.  Worcester,  D.   A.     "  'Child  Accounting"  in  Higher  Education,"  Res.  Ad- 

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3280.  Worcester,  D.  A.    "Minor  Studies  Bearing  Upon  College  Curricular  Prob- 

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3281.  Worcester,  D.   A.     "Profit  and  Loss  in  Education,"  Res.  Adventures  in 

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3282.  Worcester,  D.  A.    "Twice-Told  Tales,  or  Tautologous  Teaching  in  Higher 

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310  Bulletin  No.  42 

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3370.  "County  School  Systems  of  Oregon."    Salem,  Ore.:    St.  Ptg.  Dept.,  1921. 

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3378.  "Distribution  of  Ability  Groups  in  the  6A  Grades."     Minneapolis,  Minn. : 

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3380.  "Do  Tests  of  Alental  Ability  Predict  Success  in  High  School?"  Bur.  of 

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3389.  "ElTicient  Teaching  and  Retirement  Legislation,"  N.  E.  A.  Res.  Bui,  v.  4, 

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3390.  "Elementary  Courses  of  Study  Published  Since  January  1,  1923,"  A^  E.  A. 

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3392.  "Engineering  and  Mechanic  Arts,"  Bur.  of  Ed.  Bui,  1925,  no.  5.     Wash- 

ington, 1925.    75  p. 

3393.  "English.     Determining  the   Achievement   of    Pupils   in   Letter   Writing," 

Dept.  of  Ed.  Investigation  and  Meas.  Bui,  no.  16.     Boston,  Mass. :    Bd. 
of  Ed.,  1918.    35  p. 

3394.  "The  Essentials  of  a  Sound  Plan  of  State  and  Local  Taxation,"  A^.  E.  A. 

Res.  Bui,  v.  5,  no.  1.    Washington,  1927,  p.  42-51. 


Ten  Ye.\rs  of  Educational  Research,  1918-1927  315 

3395.  "Evening  and  Part-Time  Schools  in  the  Textile  Industry  of  the  Southern 

States,"  Bur.  of  Ed.  Biti,  no.  30,  Trade  and  Industrial  Ser.,  no.  5.  Wash- 
ington, 1919.     106  p. 

3396.  "Evening  Industrial  Schools,"  Bur.  of  Ed.  Bid.,  no.  18,  Trade  and  Indus- 

trial Ser.,  no.  2.     Washington,  1918.     55  p. 

3397.  "The  Evolution  of  the  Carnegie  Foundation,"  22iid  An.  Rpt.     Xew  York: 

Carnegie  Fnd.  for  the  Adv.  of  Teh.,  1927,  p.  17-23. 

3398.  "Extent  and  Growth  of  the  Junior  High  School  ^lovement,"  5tli   Yrbk., 

Dept.  of  Snpt.    Washington :    N.  E.  A.,  1927,  p.  22-30. 

3399.  "Extra-Collegiate  Intellectual  Service.     Status  of  Faculties  in  University 

Government,"  Bui  of  the  Amer.  Assn.  of  U.  Professors,  v.  10,  no.  5. 
Easton,  Pa.,  1924.     108  p. 

3-WO.  "Facing  the  Facts  on  School  Costs,"  A*.  E.  A.  Res.  Bui.,  v.  2,  no.  1,  2. 
Washington,  1924,  p.  5-10. 

3-tOl.  "Facts  About  Teachers'  Salaries,"  A".  E.  A.  Res.  Bui,  v.  2,  no.  1,  2.  Wash- 
ington, 1924,  p.  20-26. 

3402.  Facts   Concerning  Public   Education    in   Missouri.     Jefferson   City,    Mo. : 

Hugh  Stephens  Pr.     139  p. 

3403.  "Facts  on  City  School  Finance  in  1923,"  A'.  E.  A.  Res.  Bui,  v.  2,  no.  1.  2. 

Washington,  1924,  p.  33-46. 

3404.  "Facts  on  the  Cost  of  Public  Education  and  What  They  Mean,"  A''.  E.  A. 

Res.  Bui,  no.  1.    Washington,  1922.    65  p. 

3405.  "Facts  on  the  Public  School  Curriculum,"  A\  E.  A.  Res.  Bui,  v.  1,  no.  5. 

Washington,  1923,  p.  310-50. 

3406.  "Facts  on  Time  Allotments  for  Subjects  in  Elementary  Schools  and  Junior 

High  Schools,"  A^.  E.  A.  Res.  Bui,  v.  1,  no.  5.  Washington,  1923,  p. 
325-36. 

3407.  "The  Financing  of  Education."     Charleston,   W.   Va. :    St.   Dept.   of   Ed., 

1926.    94  p. 

3408.  "The  Financing  of  Education,"  19tli  An.  Rpt.     Xew  York:    Carnegie  Fnd. 

for  Adv.  of  Teh.,  1924,  p.  121-34. 

3409.  "The  Financing  of  Public  Education  in  Ohio."     Columbus :    O.   St.  Teh. 

Assn.,  1923.    72  p. 

3410.  "Financing  of  Public  School  Education  in  Colorado,"   U.  of  Colo.  Stud., 

V.  24,  no.  1.    Boulder,  1924.    93  p. 

3411.  "First  Annual  Report  of  the  Commission  on  Scholastic  Aptitude  Tests." 

New  York :    Col.  Entrance  Examination  Bd.,  1926.    38  p. 

3412.  "The    Function    Concept    in    Secondary    School    Mathematics,"    Reorg.    of 

Math,  in  Sec.  Ed.  Math.  Assn.  of  Amer.,  1923,  p.  64-73.  (Obtainable 
from  J.  W.  Young,  Dartmouth  College,  Hanover,  X.  H.) 

3413.  "Fundamental  Issues  in  Secondary  School  Curriculum  Building,"  6th  }'rbk., 

Dept.  of  Supt.    Washington :    X.  E.  A.,  1928,  p.  9-286. 

3414.  "Further  Use  of  Standard  Tests  and  Scales  as  a  Basis  for  a  Cooperative 

Research  Plan,"  L'.  of  X.  C.  Record,  no.  176,  Ext.  Ser.,  no.  37.  Chapel 
Hill,  1920.    21  p. 

3415.  "A  General  Analysis  of  Present  Elementary  School  Practice,"  2nd  Yrbk., 

Dept.  of  Supt.    Washington :    N.  E.  A.,  1924,  p.  77-224. 

3416.  "A  General  Survey  of  Progress  in  the  Last  Twenty-Five  Years,"  1st  Yrbk., 

Xati  Con.  of  Teh.  of  Math.    Oak  Park,  111.,  1926.    210  p. 

3417.  "Government  Publications  of  Interest  to  Home  Economics  Teachers  and 

Students,"  Bur.  of  Ed.  Lib.  Lf.,  no.  5.    Washington,  1923.     16  p. 

3418.  "Growth  of  Teachers  in  Service,"  A'.  E.  A.  Res.  Bui,  v.  4,  no.  4.   Washing- 

ton, 1926,  p.  227-32. 

3419.  "The  Growth  of  the  University  in  the  Xext  Quarter  Century,"  Bui  of  the 

U.  of  Minn.,  v.  23,  no.  25.    MinneapoHs,  1920.      50  p. 


316  Bulletin  No.  42 

3420.  Guidebook  to  Some  European  School  Systems.    New  York:   Bur.  of  Pub., 

T.  C,  1927.    47  p.    Also:    Geneva,  Switzerland:    Internatl.  Bur.  of  Ed. 

3421.  "Guides  to  Salarj'  Scheduling,"  N.  E.  A.  Res.  Bui,  v.  5,  no.  3.     Washing- 

ton, 1927,  p.  159-80. 

3422.  Health  Material  in  Science  Textbooks.     New  York:    Lincoln  Sch.,  T.  C., 

1927.     104  p. 

3423.  "Health   Trends   in    Secondary   Education,"   Fifty-three   Schools  A}taly::e 

their  Health  Programs.  New  York:  Amer.  Child  Hlth.  Assn.,  1927. 
153  p. 

3424.  "High-School   Buildings   and   Grounds,"   Bur.    of  Ed.   Bui,   1922,   no.   23. 

Washington,  1922.    49  p. 

3425.  "High  School  Opportunities  in  Colorado,"  Colo.  St.  Teh.  Col.  Bui,  ser.  27, 

no.  5,  Res.  Bui.,  no.  12.     Greeley,  1927.     83  p. 

3426.  "Home  Economics  Education,  Organization  and  Administration,"  Fed.  Bd. 

for  Vocational  Ed.  Bui,  no.  28,  ser.  no.  2.    Washington,  1919.    64  p. 

3427.  "How  City,  County,  and  State  School  Systems  arc  Attacking  the  Problem 

of  Curriculum  Revision,"  4th  Yrbk.,  Dept.  of  Supt.  Washington:  N. 
E.  A.,  1926,  p.  28-58. 

3428.  "How  to  Strengthen  the  Public  Schools?"   .V.  E.  A.  Res.  Bui.,  v.  2,  no.  4. 

Washington,  1924,  p.  116-21. 

3429.  "Income   and   Outgo   for   Retirement   Systems   in   Representative   States," 

N.  E.  A.  Res.  Bui.,  v.  2,  no.  3.    Washington,  1924.    84  p. 

3430.  "The  Increase  of  Mileage  Tax  and  Such  Other  Subjects  as  Shall  Relate  to 

the  Levying  of  the  State  School  Tax  and  the  Distribution  of  the  Same," 
Rpt.  of  the  Com.  to  Im-estigate  the  Subject  of  the  Distribution  of  St. 
Sch.  Moneys.    Trenton,  N.  J. :   MacCrellish  and  Quiglej"  Co.,  1923.   160  p. 

3431.  "Increased  Costs  Analyzed  in  a  City,"  A'.  E.  A.  Res.  Bui,  v.  2,  no.  1,  2. 

Washington,  1924,  p.  15-19. 

3432.  Increased  Salaries  for  Teachers  and  Members  of  the  Supcrz-ising  Staff  of 

the  Boston  Public  Schools.     Boston,  Mass. :    Ptg.  Dept.,  1919.    47  p. 

3433.  "The  Increasing  Cost  of  Education,"  N.  E.  A.  Res.  Bui,  no.  1.    Washing- 

ton, 1922,  p.  4-13. 

3434.  "Industrial  Education  in  Wilmington,  Delaware,"  Bur.  of  Ed.  Bui,  1918, 

no.  25.    Washington,  1918.     102  p. 

3435.  "Inequalities  in  Educational  Opportunity  in  Louisiana."     La.  Teh.  Assn., 

1926.    76  p. 

3436.  "The  Inequality  of  Educational  Opportunity  in  Nebraska,"  Neb.  St.  Teh. 

Assn.  Res.  Bui,  no.  1.     Lincoln,  1926.     33  p. 

3437.  "Jamestown  Eye  Survey;  A  Study  of  8,000  School  Children,"   U.  of  the 

St.  of  N.  v.  Bui,  no  847.     Albany,  1926.     26  p. 

3438.  "The  Junior  High  School,"  Bur.  of  Reference,  Res.  and  Stat.  Bui,  no.  17. 

New  York:   Bd.  of  Ed.,  1919.    51  p. 

3439.  "Junior  High  School  Costs,"  5th  Yrbk.,  Dept.  of  Supt.     Washington:    N. 

E.  A.,  1927,  p.  65-67. 

3440.  "The  Junior  High  School  Teacher,"  5th  Yrbk.,  Dept.  of  Supt.     Washing- 

ton :   N.  E.  A.,  1927,  p.  53-63. 

3441.  "The  Junior  High  Schools  of  Rochester,  New  York."     Rochester,  N.  Y. : 

Bd.  of  Ed.,  1923.    230  p. 

3442.  "A  lust  and  Effective  Method  of  Providing  School  Support,"  A".  E.  A.  Res. 

Bui,  V.  4,  no.  4.     Washington,  1926,  p.  209-17. 

3443.  "Keeping  Pace  with  the  Advancing  Curriculum,"  N.  E.  A.  Res.  Bui,  v.  3, 

no.  4,  5.    Washington,  1925,  p.  105-99. 

3444.  "The  Kindergarten  Curriculum,"  Bur.  of  Ed.  Bui,  1919,  no.  16.    Washing- 

ton, 1919.    74  p. 


Ten  Years  of  Educational  Research,  1918-1927  317 

3445.  "A  Kindcrgarten-First-Grade  Curriculum,"  Bur.  of  Ed.  Bui.,  1922,  no.  15. 

Washington,  1922.     66  p. 

3446.  "Legal  Eciucation,"  15th  An.  Rft.     New  York :    Carnegie  Fnd.  for  the  Adv. 

of  Teh.,  1920,  p.  116-24. 

3447.  "Length  of  School  Sessions  in  Grades  One  and  Two,"  Bur.  of  Ed.  Ct.  Sch. 

Lf.,  no.  6.    Washington,  1923.    4  p. 

3448.  Libraries  and  Adult  Education.    New  York:    Macmillan,  1926.    284  p. 

3449.  "List  of  Propositions  in  Plane  and  Solid  Geometry,"  Reorg.  of  Math,  in 

Sec.  Ed.    Math.  Assn.  of  Amer.,  1923,  p.  55-63.     (Obtainable  from  J.  W. 
Young,  Dartmouth  College,  Hanover,  N.  H.) 

3450.  "List  of  References  on  the  Economic  Value  of  Education,"  Bur.  of  Ed. 

Lib.  Lf.,  no.  4.     Washington,  1919.     7  p. 

3451.  "List  of  References  on  Education  for  Citizenship,"  Bur.  of  Ed.  Lib.  Lf., 

no.  30.     Washington,  1925.     16  p. 

3452.  "List  of  References  on  Education  of  Women  in  the  United  States,"  Bur. 

of  Ed.  Lib.  Lf.,  no.  19.    Washington,  1923.    7  p. 

3453.  "List  of  References  on  Educational  Tests  and  Measurements,"  Bur  of  Ed. 

Lib.  Lf.,  no.  2.    Washington,  1919.     18  p. 

3454.  "List  of  References  on  Higher  Education,"  Bur.  of  Ed.  Lib.  Lf.,  no.  28. 

Washington,  1924.    31  p. 

3455.  "List  of  References  on  Home  Economics,"  Bur.  of  Ed.  Lib.  Lf.,  no.  21. 

Washington,  1923.    21  p. 

3456.  "List  of    References  on   the  Junior   High   School,"   Bur.   of  Ed.   Lib.   Lf., 

no.  5.     Washington,  1919.     15  p. 

3457.  "List  of  References  on  the  Money  Value  of  Education,"  Bur.  of  Ed.  Lib. 

Lf.,  no.  24.     Washington,  1924.     7  p. 

3458.  "List  of  References  on  Play  and  Playgrounds,"  Bur.  of  Ed.  Lib.  Lf.,  no.  3. 

Washington,  1919.     11  p. 

3459.  "List  of  References  on  the  Project  Method  in   Education,"  Bur.  of  Ed. 

Lib.  Lf.,  no.  17.     Washington,  1923.     9  p. 

3460.  "List  of   References  on  Rural  Life  and   Culture,"   Bur.  of  Ed.  Lib.   Lf., 

no.  26.     Washington,  1924.     12  p. 

3461.  "List  of  References  on  Secondary  Education  in  the  United  States,"  Bur. 

of  Ed.  Lib.  Lf.,  no.  22.    W^ashington,  1923.     10  p. 

3462.  "List  of  References  on  Student  Self-Government  and  the  Honor  System," 

Bur.  of  Ed.  Lib.  Lf.,  no.  31.     Washington,  1925.    6  p. 

3463.  "List  of  References  on  Teachers'   Salaries,"  Bur.   of  Ed.  Lib.  Lf.,  no.  8. 

Washington,  1919.     16  p. 

3464.  "List  of  References  on  Visual  Education,"  Bur.  of  Ed.  Lib.  Lf.,  no.   18. 

Washington,  1923.     11  p. 

3465.  "List  of  References  on  Vocational  Education,"  Bur  of  Ed.  Lib.  Lf.,  no.  7. 

Washington,  1919.     16  p. 

3466.  "List  of  References  on  Vocational  Guidance,"  Bur.  of  Ed.  Lib.  Lf.,  no.  i2. 

Washington,  1925.     11  p. 

3467.  "A   Manual  of   Educational  Legislation,"   Bur.   of  Ed.  Bui.,  1924,  no.  36. 

Washington,  1925.    51  p. 

3468.  "A   Manual  of   Educational  Legislation,"  Bur.   of  Ed.  Bui.,  1926,  no.  22. 

Washington,  1927.     67  p. 

3469.  "Material   for  Grades  Seven,  Eight,  and  Nine,"  Reorg.  of  Math,  in  Sec. 

Ed.     Math.   Assn.  of  Amer.,   1923,  p.  21-31.      (Obtainable   from  J.  W. 
Young,  Dartmouth  College,  Hanover,  N.  H.) 

3470.  "A  Measuring  Stick  for  Libraries  of  Teacher-Training  Institutions,"  A'^.  E. 

A.  Proc,  v.  61.     Washington,  1923,  p.  7i7Ai. 

3471.  "Minimum    Essentials    and    English    Teaching    in    North    Carolina    High 

Schools,"  Bui.  of  the  Ext.  Div.,  v.  3,  no.  2.    Chapel  Hill :    U.  of  N.  C. 


318  Bulletin  No.  42 

3472.  "Monroe's  Silent  Reading  Test,"  St.  Col.  Pub.,  no.  4,  ser.  2.    New  Bruns- 

wick:    St.  U.  of  N.  ].,  1921.    23  p. 

3473.  "The   Nation's   Ability  to   Lift  Teacher  Compensation   to  a   Professional 

Level,"  N.  E.  A.  Res.  Bui,  v.  5,  no.  3.    Washington,  1927,  p.  135-38. 

3474.  "The  Nation's  Economic  Abilitj'  to  Meet  School  Costs,"  N.  E.  A.  Res.  Bui, 

V.  4,  no.  5.    Washington,  1926,  p.  239-48. 

3475.  "New  Courses  of  Study  for  Old,"  N.  E.  A.  Res.  Bui,  v.  1,  no.  5.    Wash- 

ington, 1923,  p.  344-50. 

3476.  "New  Materials  of  Instruction,"  19th  Yrbk.,  N.  S.  S.  E.,  pt.  1.  Blooming- 

ton,  111. :    Pub.  Sch.  Pub.  Co.,  1920.     194  p. 

3477.  "The  Notable  Rise  in  College  Salaries,"  21st  An.  Rpt.     New  York:    Car- 

negie Fnd.  for  the  Adv.  of  Teh.,  1926,  p.  17-33. 

3478.  Nursing  and  A'ursing  Education  in  the  United  States.     New  York:    Mac- 

millan.    585  p. 

3479.  One  Hundred  Y^ears  of  Western  Reserve.     Hudson,  O. :     James  W.  Ells- 

worth End.,  1926.     52  p. 

3480.  "The  Organization  of  College  Departments  of  Education,"  Ed.  Mono.,  X. 

S.  C.  T.  E.,  no.  11.    Chicago:   U.  Pr.,  1922,  p.  65-100. 

3481.  "Origin  of  the  Issue  of  Teacher  Tenure,"  A'.  E.  A.  Res.  Bui,  v.  2,  no.  5. 

Washington,  1924.     141  p. 

3482.  "Part-Time  and  Continuation  Schools  Abroad,"  Part-Time  Ed.  Ser.,  no.  8. 

Berkeley:    U.  of  Calif..  1921.    48  p. 

3483.  "Part-Time  Education  of  Various  Types,"  Bur.  of  Ed.  Bui,  1921,  no.  5. 

Washington,  1921.    21  p. 

3484.  "Part-Time  Trade  and  Industrial   Education,"  Bur.   of  Ed.   Bui,  no.   19, 

Trade  and  Industrial  Ser.,  no.  3.     Washington,  1918.     52  p. 

3485.  "Per  Capita  Costs  in  City  Schools,"  Bur.  of  Ed.  Stat.  Cir.,  no.  1.     Wash- 

ington.   4  p. 

3486.  "The  Place  and  Importance  of  the  Public  School  in  our  Republic,"  A'.  E. 

A.  Res.  Bui,  V.  4,  no.  4.    Washington,  1926,  p.  169-74. 

3487.  "The  Place  of  the  Junior  High  School  in  the  American  Program  of  Edu- 

cation," 5th  Yrbk.,  Dept.  of  Supt.    Washington :  N.  E.  A.,  1927,  p.  9-82. 

3488.  "Principles  and  Standards  Involved  in  the  Making  and  Administration  of 

Teachers'  Salary  Schedules,"  A''.  E.  A.  Res.  Bui,  v.  1,  no.  3.     Washing- 
ton, 1923,  p.  71-81. 

3489.  "The  Printing  Trade,"  Industrial  Ed.  Sur.  of  the  Ct.  of  X.  Y.    New  York, 

1918.     104  p. 

3490.  "The  Problem  of  Adult  Education  in  Passaic,  New  Jersey,"  Bur.  of  Ed. 

Bui,  1920,  no.  4.     Washington,  1920.    26  p. 

3491.  "The  Problem  of  the   Elementary  School   Principal  in  the  Light  of  the 

Testing  Movement,"   2nd   Yrbk.,  Dept.   of  El.  Sch.  Prin.   Washington : 
N.  E.  A.,  1923.     480  p. 

3492.  "The  Problem  of  Immigrant  Education  in  Massachusetts,"  Bd.  of  Ed.  Bui, 

V.  4,  no.  4.     Boston  :    Mass.  Bd.  of  Ed.,  1919.     14  p. 

3493.  "Progress  in  Developing  a  Living  Curriculum,"  A^.  E.  A.  Res.  Bui,  v.  5, 

no.  4.     Washington,  1927,  p.  212-13. 

3494.  "Progress  in  Lengthening  and  Enriching  Life,"  N.  E.  A.  Res.  Bui,  v.  5, 

no.  4.     Washington,  1927,  p.  201-3. 

3495.  "Progress    in   Lifting   Teacher    Compensation    to   a    Professional   Level," 

A^.  £.  A.  Res.  Bui,  v.  5,  no.  4.    Washington,  1927,  p.  208-11. 

3496.  "Progress  in  Providing  Adequate  School  Plants,"  A^.  E.  A.  Res.  Bui,  v.  5, 

no.  4.     Washington,  1927,  p.  204-5. 

3497.  "Progress  in  School  Attendance,"  A'.  E.  A.  Res.  Bui,  v.  5,  no.  4.    Wash- 

ington, 1927,  p.  206-7. 


Tex  Years  of  Educational  Research,  1918-1927  319 

3498.  "Progress  in  Securing  Adequate  School  Support,"  A^.  E.  A.  Res  Bui.,  v.  5, 

no.  4.     Washington,  1927,  p.  216-20. 

3499.  "Progress  Toward  Becoming  a  Nation  of  Eighth  Graders,"  N.  E.  A.  Res. 

Bui.,  V.  5,  no.  4.     Washington,  1927,  p.  214-15. 

3500.  "Projects  in  Supervision,"  6th  Yrbk.,  Dept.  of  El.  Sch.  Prin.    Washington: 

N.  E.  A.,  1927.    388  p. 

3501.  "Public  Education  in  Delaware."    New  York:    Gen.  Ed.  Bd.,  1918.    202  p. 

3502.  "Public  Education  in  Indiana."    New  York:    Gen.  Ed.  Bd.,  1923.    304  p. 

3503.  "Public  Education  in  Kentucky."     New  York:    Gen.  Ed.  Bd.,  1922.    213  p. 

3504.  "Public  Education  in  North  Carolina."     New  York:    Gen.  Ed.  Bd.,  1921. 

137  p. 

3505.  "Public  Education  in  Oklahoma,"  Bur.  of  Ed.  BuL,  1923,  no.  14.     Wash- 

ington, 1923.    92  p. 

3506.  "Public  School  Efficiency  and  Teacher  Retirement  Systems,"  N.  E.  A.  Res. 

Bui.,  V.  1,  no.  1.     Washington,  1923,  p.  58-62. 

3507.  "Public   School   Salaries  in   1924-25,"  A^.  E.  A.  Res.   BuL,  v.  3,   no.   1,  2. 

Washington,  1925.    71  p. 

3508.  "Publications  of  the  U.   S.   Bureau  of   Education  of   Special   Interest  to 

High-School  Teachers,"  Bur.  of  Ed.     Washington,  1924.     6  p. 

3509.  "Publications  of  the  U.  S.  Bureau  of  Education  on  the  Training  and  Pro- 

fessional Status  of  Teachers,"  Bur.  of  Ed.    Washington,  1925.     3  p. 

3510.  "Pupil  Personnel  in  Part-Time  Schools."     New  York:  Natl.  Con.  of  Ed., 

1926.     48  p. 

3511.  "The   Quality   of  the   Educational   Process   in   the   United   States   and   in 

Europe,"  20th  An.  Rpt.     New  York :    Carnegie  End.   for  the  Adv.  of 
Teh. 

3512.  "Recent   Changes  In   College   Entrance   Requirements   in   Fifteen   Eastern 

Colleges,"  N.  C.  A.  Qr.,  v.  1.    Ann  Arbor,  Mich.,  1926,  p.  280-82. 

3513.  "Recent  Developments  in  Teachers'  Pensions,"  18th  An.  Rpt.    New  York: 

Carnegie  End.  for  the  Adv.  of  Teh.,  1923,  p.  96-112. 

3514.  "Recent  Tendencies  in  Salary  Schedules,"  A^  E.  A.  Res.  BuL,  no.  1.   Wash- 

ington, 1922,  p.  50-53. 

3515.  "References  for  Facts  Bearing  Upon  Educational  Costs,"  N.  E.  A.  Res. 

BuL,  no.  1.     Washington,  1922,  p.  63-65. 

3516.  "The  Relation  of  Medical  Education  to  Medical  Progress,"  16th  An.  Rpt. 

New  York:    Carnegie  End.  for  the  Adv.  of  Teh.,  1921,  p.  49-70. 

3517.  "Relation  of  Size  of  Class  to  School  Efficiency,"  Bur.  of  E.  R.  BuL,  no.  10. 

Urbana:   U.  of  I.,  1922.    39  p. 

3518.  "Reorganization  of  Home  Economics  in  Secondary  Schools,"  Bur.  of  Ed. 

BuL,  1922,  no.  5.     Washington,  1922.     38  p. 

3519.  The  Reorganisation  of  Mathematics  in  Secondary  Education.    Math.  Assn. 

of  Amer.,   1923.     652  p.      (Obtainable   from  J.   W.   Young,   Dartmouth 
College,  Hanover,  N.  H.) 

3520.  "The  Reorganization  of  Mathematics  in  Secondary  Education,"   (A  sum- 

mary).   Bur.  of  Ed.  BuL,  1921,  no.  32.     Washington,  1922.    7i  p. 

3521.  "Reorganization  of  Science  in  Secondary  Schools,"  Bur  of  Ed.  BuL,  1920, 

no.  26.     Washington,  1920.     62  p. 

3522.  "Report  of  the  Committee  on  Arithmetic  Revision,"  A'^.  E.  A.  Proc,  v.  62. 

Washington,  1924,  p.  311-36. 

3523.  "Report  of  the  Committee   on   Retirement   Allowances,"  A^.  E.  A.  Proc, 

V.  65.    Washington,  1927,  p.  201-8. 
!  3524.  "Report  of  the  Committee  on  Standards  for  Reorganization  of  Secondary 
I  School  Curricula,"  A^  C.  A.  Proc,  29th  An.  Mtg.,  pt.  3.     Ann  Arbor, 

Alich.,  1924.    48  p. 


320  Bulletin  No.  42 

3525.  "Report  of  the  Committee  on  Standards  for  Use  in  the  Reorganization  of 

Secondary  School  Curricula,"  A'.   C.  A.   Qr.,  v.   1,   no.  4.     Ann   Arbor, 
Mich.,  1927,  p.  428-44. 

3526.  "Report  of  the  Committee  on  Teachers'  Salaries,  Tenure,  and  Pensions," 

A^.  E.  A.  Proc,  V.  56.     Washington,  1918,  p.  721-89. 

3527.  "Report  of  the  Indiana  Rural  Education  Survey  Committee."     Indianap- 

olis, Ind. :    W.  B.  Burford,  1926.     130  p. 

3528.  "Report  of   the   Joint   Committee   on   Elementary   School   Library   Stand- 

ards," 4th  Yrbk.,  Dept.  of  El.  Sch.  Prin.    Washington  :     N.  E.  A.,  1925, 
p.  326-59. 

3529.  Report  of  the  Neiv  York  State  Commission  on  Ventilation.     New  York: 

Dutton,  1923.    620  p. 

3530.  Report  of  the  Special  Commission  on  Teachers'  Salaries  Appointed  by  the 

Governor.    Boston,  Mass.:    Wright  and  Potter  Ptg.  Co.,  1920.     159  p. 

3531.  "Report  of  Special  Drive  Against  Illiteracy  Among  Men  of  Draft  Age." 

Montgomery,  Ala. :    Brown  Ptg.  Co.,  1918.     36  p. 

3532.  "Report  of  the  Special  Legislative  Committee  on  Education  as  .Authorized 

by  Senate  Concurrent  Resolution  No.  21."     Sacramento:    Calif.  St.  Ptg. 
Oflf.,  1920.     96  p. 

3533.  "Report  of  the  State  Board  of  Education  Upon  the  Revision  of  State  Aid." 

Minneapolis,  Minn. :    Syndicate  Ptg.  Co.,  1920.     98  p. 

3534.  "The  Report  of  the  Student  Committee  of  Seventeen,"  Purdue  Stud,   in 

Higher  Ed.,  6.    Lafayette,  Ind. :    Purdue  U.,  1926.    32  p. 

3535.  "Report  of  Sub-Committee  on  Chemistry,"  A'^.  C.  A.  Qr.,  v.  1.    Ann  Arbor, 

Alich.,  1927,  p.  527-31. 

3536.  "Report  of   the   Sub-Committee  on   Curriculum,"   N.   E.  A.   Proc,  v.   57. 

Washington,  1919,  p.  717-39. 

3537.  "Report  of  the  Sub-Committee  on  Latin,"  A^.  C.  A.  Or.,  v.  1.    Ann  Arbor, 

Mich.,  1927,  p.  483-504. 

3538.  "Report  of  the  Sub-Committee  on  Physical  Education,"  N.  C.  A.  Qr.,  v.  1. 

Ann  Arbor,  Alich.,  1927,  p  544-59. 

3539.  "Report  of  the  Survey  of  Accounting  and  Business  Systems  of  the  School 

Districts  in   New  Jersey."     Trenton,  N.  J. :     St.   Dept.  of   Pub.   Instr., 
1923.    46  p. 

3540.  "Report  of  a  Survey  of  the  State  Institutions  of  Higher  Learning  in  Kan- 

sas," Bur.  of  Ed.  Bui,  1923,  no.  40.     Washington,  1923.     160  p. 

3541.  "Report  of  a  Survey  of  the  University  of  Arizona,"  Bur  of  Ed.  Bui,  1922, 

no.  36.     Washington,  1923.     88  p. 

3542.  "A  Report  on  Illiteracy  in  Texas,"  U.  of  Tex.  Bui.,  no.  2328.    Austin,  1923.- 

3543.  "The  Report  on  Undergraduate  Education  of  Dartmouth  College,  Senior 

Committee,  Part  I."     Hanover,  N.  H. :    Dartmouth  Col.,   1924. 

3544.  "Report  on  the  Use  of   Intelligence   Examinations  in   Columbia   College, 

1922."     New  York:    Columbia  U.,  1922.    27  p. 

3545.  "Report  or  Survey  on  Intermediate  Schools  and  Classes,"  Pub.  Sch.  Doc- 

ument, no.  19—1920.    Boston,  Mass. :    Ptg.  Dept.,  1921.    83  p. 

3546.  "Report   upon   Methods   of   Teaching   English   in    Illinois   High   Schools," 

111.  Assn.  of  Teh.  of  Eng.  Bui,  v.  16,  no.  8;  v.  17,  no.  1.     Urbana:    U. 
of  I.,  1924,  p.  1-12;   1-11. 

3547.  "Research  Bureaus  in  Citj-   School  Sj'Stems,"   Bur.   of  Ed.   Ct.   Sch.,  Lf., 

no.  5.     Washington.    23  p. 

3548.  "Research    in    Secondary    School    Subjects,"    6th    Yrbk.,    Dept.    of    Supt. 

Washington :    N.  E.  A.,  1928,  p.  287-454. 

3549.  "The   Rising  Cost  of  Education,"   17th  An.   Rpt.     New  York:     Carnegie 

Fnd.  for  the  Adv.  of  Teh.,  1922,  p.  93-117. 


Ten  Years  of  Educational  Research,  1918-1927  321 

3550.  "Rural   Schools  of  Vermont   and  Their   Improvement."     Montpelier,  Vt. : 

St.  Rd.  of  FA.,  1922.    64  p. 

3551.  "The  Rural  Teacher  of  Nebraska,"  Bur.  of  Ed.  Bui,  1919,  no.  20.    Wash- 

ington, 1919.    67  p. 

3552.  "Salaries   in  Universities  and  Colleges  in   1920,"   Bur.   of  Ed.   Bui.,   1920, 

no.  20.     Washington,  1920.     43  p. 

3553.  "Salaries  of  Public  School  Teachers  in  Cities  of  Over  200,000  Population 

in  the  United   States  and  in  Selected  Cities  and  Towns  in   Massachu- 
setts," Fuh.  Sch.  Document,  no.   19—1919.     Boston,  Mass. :    Ptg.   Dept., 
1919.    96  p. 
3554. '"Salaries  of  Teachers  in  the  Public  Day  Schools  of  Massachusetts,  1921." 
Boston,  Mass.;    Dept  of  Ed.,  1921.    24  p. 

3555.  "Salaries  of  Teachers  in  the  Public  Day  Schools  of  Massachusetts,  1926," 

Dept.  of  Ed.  Bui.,  no.  5.    Boston,  Mass.,  1926.    45  p. 

3556.  "Salaries  Paid  in  Cities  in  1923,"  N.  E.  A.  Res.  Bui.  v.  1,  no.  2.    Washing- 

ton, 1923,  p.  85-134. 

3557.  "Salary  Schedules  and  Public  School  Efficiency,"  A'.  E.  A.  Res.  Bui,  v.  1, 

no.  2.    Washington,  1923,  p.  83-84. 

3558.  "Salary  Schedules  in  the  Cities  of  the  United  States,  1922-1923,"  .V.  E.  A. 

Res.  Bui,  V.  1,  no.  3.     Washington,  1923,  p.  35-47. 

3559.  "Salary  Tables  and  What  They  Reveal,"  N.  E.  A.  Res.  Bui,  no.  1.    Wash- 

ington, 1922,  p.  14-40. 

3560.  "Scholarship  Rating  of  Accredited  Secondary  Schools,  as  Determined  by 

Records  of  Freshmen,  1926."    Berkeley :   U.  of  Calif.,  1927.    38  p. 

3561.  "School   Building  Survey,  State  of   New  Jersey,   1922."     Trenton,   N.  J.: 

St.  Dept.  of  Pub.  Instr.,  1923.     128  p. 

3562.  "School  Costs  and  Economic  Resources  of  the  Various  States,"  A'.  E.  A. 

Res.  Bui,  V.  5,  no.  1.    Washington,  1927,  p.  7-29. 

3563.  "School  Costs  and  Economy  in  Public  Expenditures,"  N.  E.  A.  Res.  Bui, 

V.  4,  no.  5.    Washington,  1926,  p.  249-58. 

3564.  "School    Finances,"    Bur.    of   Ed.    Bui,    1919,   no.    4.      Washington,    1919, 

p.  31-37. 

3565.  "School  Financial  Accounting  and  Budgeting,"  A^.  E.  A.  Res.  Bui,  v.  1,  2. 

Washington,  1924,  p.  31-32. 

3566.  "School  Grounds  and  Buildings,"  Bur.  of  Ed.  Bui,  1919,  no.  4.     Washing- 

ton, 1919,  p.  41-45. 

3567.  "School  Population,  Enrollment,  and  Attendance,"  Bur.  of  Ed.  Bui,  1919, 

no.  4.    Washington,  1919,  p.  19-31. 

3568.  "School  Records  and  Reports,"  A'.  E.  A.  Res.  Bui,  v.  5,  no.  5.     Washing- 

ton, 1927.    352  p. 

3569.  "A  School  Term  of  Reasonable  Length  with  High  Regularity  of  Attend- 

ance," A^.  E.  A.  Res.  Bui,  v.  4,  no.  4.     Washington,  1926,  p.  204-8. 

3570.  "School  Textbooks,"  Bur.  of  Ed.  Bui,  1919,  no.  4.     Washington,   1919,  p. 

59-68. 

3571.  "Schools  and  Classes  for  Feeble-Minded  and   Subnormal  Children,   1918," 

Bur.  of  Ed.  Bui,  1919,  no.  70.    Washington,  1920.    37  p. 

3572.  "Second  Preliminary  Report  of  the  Committee  on   Spelling,"  Bur.  of  Res. 

and  Efficiency  Bui,  no.  3.     Kansas  City,  Mo. :    Bd.  of  Ed.,  1918. 

3573.  "Secondary   Education   in   Virginia,"    L'.   of   Va.   Record,  Ext.   Ser.,  v.    11, 

no.  10.  'Charlottesville,  1927,  p.  547-664. 

3574.  "Section   Seven  of  the   Educational   Sur\ey  of   Colorado   State   Teachers 

College,"  Colo.  St.  Teh.  Col.  Bui,  ser.  21,  no.  5.    Greeley,  1921.    99  p. 

3575.  "Sections   One   and   Two  of   the   Educational   Survey  of   Colorado   State 

Teachers  College,"  Colo.  St.  Teh.  Col.  Bui,  ser.  20,  no.  5.    Greelev,  1920. 
148  p. 


322  Bulletin  No.  42 

3576.  "Sections  Three,  Four,  and  Five  of  the  Educational  Survey  of  Colorado 

State  Teachers  College,"  Colo.  St.  Teh.  Col.  Bui.,  ser.  20,  no.  9.   Greeley, 
1920.    60  p. 

3577.  "Selected  and  Annotated  Bibliography  on   School  Records  and  Reports," 

A^.  E.  A.  Res.  Bui,  v.  5,  no.  5.     Washington,  1927,  p.  325-46. 

3578.  "Selected  Bibliography  of  Current  Thought  on  Teachers'  Salaries,"  N.  E. 

A.  Res.  Bui,  V.  3,  no.  1,  2.    Washington,  1925.    71  p. 

3579.  "Selected  Bibliography  on  Salaries,"  A'.  E.  A.  Res.  Bui,  v.  1,  no.  3.   Wash- 

ington, 1923.    115  p. 

3580.  "Selected  References  on  Teacher  Retirement  Sj'stems,"  A^.  E.  A.  Res.  Bui., 

V.  2,  no.  3.    Washington,  1924,  p.  87-88. 

3581.  "Shall  the  Junior  High  School  be  Freed  from  the  Responsibility  of  Direct 

Preparation  for  College  Entrance,"  5th  Yrhk.,  Dept.  of  Supt.  Wash- 
ington :    A^.  E.  A.,  1927,  p.  31-46. 

3582.  Social  Studies  iu  Secondary  Schools.     Chicago:  U.  Pr.,  1922.     117  p. 

3583.  "Some  Tendencies  in  Health  Education,"  Ri:  of  the  Hlth.  Programs  in  16 

Teh.  Training  Inst.     New  York:  'Amer.  Child  Hlth.  Assn.,  1926.     112  p. 

3584.  Spanish:     Its    Value   and   Place   in    American    Education.      Stanford   U., 

Calif. :    Amer.  Assn.  of  Teh.  of  Spanish,  1923.    88  p. 

3585.  "Special  Provision  Aflfecting  Teachers'  Salaries  in  the  United  States,"  A^. 

E.  A.  Res.  Bui,  v.  1,  no.  3.    Washington,  1923,  p.  48-57. 

3586.  The  Sphere  of  Private  Agencies.     Cleveland,  O. :  Sur.  Com.  of  the  Cleve- 

land End.,  1920.     178  p. 

3587.  "Standard  Educational  Tests  and  Measurements  as  a  Basis  for  a  Coopera- 

tive Research  Plan,"  U.  of  N.  C.  Record,  no.  154,  Ext.  Ser.,  no.  27. 
Chapel  Hill,  1918.    29  p. 

3588.  "State  Advance  toward  Sound  School  Finance  Programs,"  A^  E.  A.  Res. 

Bui,  v.  5,  no.  1.    Washington,  1927,  p.  30-41. 

3589.  "State  and  Local  Retirement  Systems  Now  in  Effect,"  A*.  E.  A.  Res.  Bui, 

v.  2,  no.  3.    Washington,  1924,  p.  82-83. 

3590.  "State  Educational  Needs  and  Illiteracy,"  A'.  E.  A.  Res.  Bui,  v.  1,  no.  1. 

Washington,  1923,  p.  46-53. 

3591.  "State  Subsidies  for  Special  Education  in  Ohio."     Columbus:    O.  St.  Teh. 

Assn.,  1926.    69  p. 

3592.  "State  Tenure  Laws  and  the  Public  School,"  A'.  E.  A.  Res.  Bui,  v.  1,  no.  1. 

Washington,  1923,  p.  54-57. 

3593.  "Statement  of  Principles  and  Procedure  Affecting  Grades  VH-XII  in  the 

Reorganized  Plan  of  Secondary  Instruction,  with  Special  Reference  to 
Grades  VII-IX,  Inclusive,"  Pub.  Sch.  Document,  no.  2 — 1921.  Boston,, 
Mass.;    Ptg.  Dept.,  1921.     31  p. 

3594.  "The  States  and  the  Americanization  Problem,"  A".  E.  A.  Res.  Bui.  v.  1, 

no.  1.     Washington,  1923,  p.  28-34. 

3595.  "The  States  and  Inequalities  of   Opportunity,"  A''.  E.  A.  Res.  Bui,  v.   1, 

no.  1.    Washington,  1923,  p.  34-45. 

3596.  "The  Status  and  Professional  Activities  of  the  Elementary  School  Prin- 

cipal," 3rd  Yrbk.,  Dept.  of  El.  Sch.  Prin.  Washington:  N.  E.  A.,  1924. 
634  p. 

3597.  "The  Status  of  Dental  Education,"  19th  An.  Rpt.     New  York:     Carnegie 

End.  for  the  Adv.  of  Teh.,  1924,  p.  80-93. 

3598.  "Statutory  and  State  Board  of  Education  Requirements  Relative  to  Ele- 

mentary School  Curricula,"  N.  E.  A.  Res.  Bui,  v.  1,  no.  5.  Washington, 
1923,  p.  317-24. 

3599.  "Studies  in  the  Elementary  School  Principalship,"  5th  Yrbk.,  Dept.  of  El 

Sch.  Prin.    Washington :     N.  E.  A.,  1926.    492  p. 


ij 


Ten  Years  of  Educational  Research,  1918-1927  323 

3600.  "The  Study  of  Dental  Education,"  17ih  and  20th  An.  Rpt.     New  York: 

Carnegie  Fnd.  for  the  Adv.  of  Teh.,  1922,  p.  53-59;  1925,  p.  68-79. 

3601.  "A  Study  of  Engineering  Students  at  the  Time  of  Entrance  to  College," 

Bill,  of  the  Investigation  of  Engineering  Ed.,  no.  1,  1926.    2>2  p. 

3602.  "The  Study  of  English,"  20th  An.  Rpt.    New  York:   Carnegie  Fnd.  for  the 

Adv.  of  Teh.,  1925,  p.  118-31. 

3603.  "The  Study  of  Legal   Education,"  21st  An.  Rpt.     New  York:    Carnegie 

Fnd.  for  the  Adv.  of  Teh.,  1926,  p.  60-145. 

3604.  "A  Study  of  the  Professional  Training  of  Teachers  of  Vocational  Agricul- 

ture," Fed.  Bd.  for  Vocational  Ed.  Bill.,  no.  122,  Ag.  Ser.,  no.  2>2>.  Wash- 
ington, 1927.    68  p. 

3605.  "A  Study  of   Student  Loan  Funds  and  their  Administration  Throughout 

the  United  States."     New  York :    Harmon  End.,  1924. 

3606.  "Suggestive  Salary  Schedules  in  Operation — 1923,"  A'.  E.  A.  Res.  Bid.,  v.  1, 

no.  3.     Washington,  1923,  p.  58-70. 

3607.  "Supervised  Study  and  the  Longer  School  Day,"  Commomi.'calth  of  Mass. 

Bui,  no.  3.    Boston :    Bd.  of  Ed.,  1918.    40  p. 

3608.  "A  Survey  Made  by  the  Committee  on  Recommendations  of  the  Kansas 

State  Teachers  College  Relative  to  the  Qualifications,  Recommendations, 
and  Employment  of  Teachers,"  Bui.  of  the  Kan.  St.  Teh.  Col.,  v.  23, 
no.  5.     Pittsburgh,  1927.     13  p. 

3609.  "A  Survey  of  Education  in  Hawaii,"  Bur.  of  Ed.  Bui.,  1920,  no.  16.    Wash- 

ington, 1920.    408  p. 

3610.  "Survey  of  Education  in  Utah,"  Bur.  of  Ed.  Bui.,  1926,  no.  18.     Washing- 

ton, 1926.     510  p. 

3611.  "Survey  of  Financial  Administration  of  the  Public  Schools  of  Arizona." 

Phoenix,  Arizona:    Dept.  of  Pub.  Instr.,  1922.     115  p. 

3612.  A  Siin-ey  of  Libraries  in  the  United  States,  Conducted  hy  the  American 

Library  Association,   v.  1.     Chicago:    Amer.  Lib.  Assn.,  1926.    316  p. 

3613.  "Survey  of  Local  Teacher  Tenure  Regulations,"  A'^.  E.  A.  Res.  Bui,  v.  2, 

no.  5.     Washington,  1924,  p.  154-55. 

3614.  "Survey  of  the  Needs  in  the  Field  of  Vocational  Home  Economics  Educa- 

tion," Fed.  Bd.  for  Vocatiofial  Ed.  Bui.,  no.  37,  Home  Economics  Ser., 
no.  4.     Washington,   1920.     27  p. 

3615.  "A  Survey  of  the  Public  Educational  System  of  Porto  Rico,"  Stud,  of  the 

Internatl.  Inst,  of  T.  C,  no.  8.     New  York :    Bur.  of  Pub.,  1926.    453  p. 

3616.  "Surveys  in  Mental  Deviation  in  Prisons,  Public  Schools  and  Orphanages 

in  California."    Sacramento:    Calif.  St.  Bd.  of  Charities  and  Corrections, 
J  1918.    87  p. 

fl  3617.  "Teacher  Tenure   Provisions  in   Foreign  Countries,"  N.   E.  A.  Res.  Bui, 
<\  V.  2,  no.  5.    Washington,  1924,  p.  156-58. 

i\  3618.  "Teacher  Training,"  ]5th  Yrhk.,  N.  S.  C.  T.  E.     Chicago :    U.  Pr.,  1926, 
jl  p.  1-55. 

ii  3619.  "Teacher  Training  Departments  in  Minnesota  High  Schools."     New  York: 
'I  Gen.  Ed.  Bd.,  1920.    79  p. 

l\  3620.  "Teacher  Training  in  Agriculture.     Status,  Development,  and  Methods  in 

the  Field  of  Teacher  Training,"  Bur.  of  Ed.  Bui.,  1924,  no.  94,  Ag.  Ser., 

no.  20.    Washington,  1924. 

3621.  "Teacher  Turnover  in  the  United  States,"  A''.  E.  A.  Res  Bui.,  v.  2,  no.  5. 

Washington,  1924,  p.  142-46. 

3622.  "Teachers'  Salaries  and  Cost  of  Living,"  A"'.  E.  A.  Res.  Bui,  no.  1.    Wash- 

ington, 1922,  p.  41-49. 

3623.  "Teachers'    Salaries   and    Cost    of    Living.      Special    Report,    Julv,    1918." 

Washington:    N.  E.  A.,  1918.     71  p. 


324  Bulletin  No.  42 

3624.  "Teachers'  Salaries  and  Salary  Trends,  1922-23,"  A^.  E.  A.  Res.  Bui,  v.  1, 

no.  3.     Washington,  1923,  p.  11-34. 

3625.  "Teachers'  Salaries  and  Salary  Trends  in  1923,"  A''.  E.  A.  Res.  Bui.,  v.  1, 

no.  3.     Washington,  1923.     115  p. 

3626.  "Teachers'  Salaries,  Tenure,  and  Retirement  P'ensions,"  Bur.  of  Ed.  Bui., 

1919,  no.  4.    Washington,  1919,  p.  52-59. 

3627.  "Teaching  Load  in  136  City  High  Schools,"  Bur.  of  Ed.  Ct.  Sch.  Lf.,  no.  9. 

Washington,  1923.     6  p. 

3628.  "The  Technique  of  Supervision  by  the  Elementary  School  Principal,"  1st 

Yrbk.,  Dcpt.  of  El.  Sch.  Prin.    Washington  :     N.  E.  A.,  1922.     143  p. 

3629.  "Terms  and  Symbols  in  Elementary  Mathematics,"  Reorg.  of  Math,  in  Sec. 

Ed.     Math.  Assn.  of  Amer.,   1923,  p.  74-85.     (Obtainable  from  J.  W. 
Young,  Dartmouth  College,  Hanover,  N.  H.) 

3630.  "Three  Problem  Children.     Narratives  from  the  Case  Records  of  a  Child 

Guidance   Clinic,"  Pub.   of  the  Joint  Com.   on  Methods  of  Preventing 
Delinquency,  no.  2.     New  York.     146  p. 

3631.  "Titles   of   Completed   Research   from   Home   Economics   Departments   in 

American  Colleges  and  Universities,  1918  to  1923,"  Bur.  of  Ed.  Home 
Economics  Cir.,  no.  18.     Washington,  1924.     14  p. 

3632.  "Trained,  Capable,  and  Conscientious  Teachers,"  N.  E.  A.  Res.  Bui.,  v.  4, 

no.  4.     Washington,  1926,  p.  175-91. 

3633.  Training  for  the  Professions  and  Allied  Occupations:    Facilities  Available 

to  Women  in  the  United  States.     New  York:    Bur.  of  Vocational  In- 
formation, 1924.     742  p. 

3634.  "The  University  Intelligence  Tests,  1919-1922,"  Cont.  in  Psy.,  no.  1.   Colum- 

bus :    O.  St.  U.,  1922.    36  p. 

3635.  "Vocational  Agriculture  in  the  Secondary  Schools  of  Virginia,"  St.  Bd.  of 

Ed.  Bui.,  v.  2,  no.  3.     Richmond,  Va. :     Davis  Bottom,  Supt.  of  Pub. 
Ptg.,  1919.    71  p. 

3636.  Vocational  Education   in  Mar\hind.     Baltimore,   Aid. :    St.   Dept.   of   Ed., 

1919.     63  p. 

3637.  "Vocational  Education  in  Virginia,"  St.  Bd.  of  Ed.  Bui,  v.  9,  no.  1,  Supp., 

no.  6.     Richmond,  Va. :    Davis  Bottom,  Supt.  of  Pub.  Ptg.,  1926.    104  p. 

3638.  "Vocational   Guidance   in-  Secondary   Education,"   Bur.   of  Ed.   But.,   1918, 

no.  19.     Washington,  1918.     29  p. 

3639.  "Vote  of  Expert  Opinion — Most  Helpful  Books  on  Curriculum  Problems," 

N.  E.  A.  Res.  Bui.,  v.  1,  no.  5.     Washington,  p.  337-43. 

3640.  "War's  Effects  on  the  High  Schools  of  Connecticut,"  H.  S.  Bui.,  3,  Sen, 

1918-1919.     Hartford,  Coim. :    St.  Bd.  of  Ed.,  1918.    26  p. 

3641.  "Wealth,  Educational  Expenditures  and  Productivity,"  A^  E.  A.  Res.  Bui, 

V.  1,  no.  1.    Washington,  1923,  p.  7-27. 

3642.  "What   Arc  the  Weak  Spots  in   Our  Public   School  System?"     A^.  E.  A. 

Res.  Bui,  V.  1,  no.  4.     Washington,  1923,  p.  259-75. 

3643.  "What  National  Defects  Result  from  the  Weak  Spots  in  Our  Public  School 

System?"   A^.  E.  A.  Res.  Bui,  v.  1,  no.  4.    Washington,  1923,  p.  276-86. 

3644.  "What's  Right  with  the  Public  Schools?"  A^.  E.  A.  Res.  Bui,  v.  2,  no.  4. 

Washington,  1924,  p.  101-15. 

3645.  "Who   Should   Control   City   School   Expenditures?"    A^.  E.  A.  Res.  Bui, 

V.  2,  no.  1,  2.     Washington,  1924,  p.  27-30. 

3646.  "Why  Have  City  School  Costs  Increased?"   A^  E.  A.  Res.  Bui,  v.  2,  no.  1, 

2.     Washington,  1924,  p.   11-15. 

3647.  "Why  School  Costs  Appear  Burdensome,"  A^.  E.  A.  Res.  Bui,  v.  1,  no.  2. 

Washington,  1923,  p.  78-82. 


Tex  Years  of  Educatioxal  Research,  1918-1927  325 

3648.  "Wide  Use  of  Mental  Tests,"'  Bill,  of  the  Sch.,  no.  8.     Albany :    U.  of  the 

St.  of  N.  Y.,  1922.     102  p. 

3649.  "Wisconsin  Rural  School  Survey.    Report  of  Finance  Survey  Committee," 

Bui  of  IVis.  Teh.  Assn.,  1926.    Madison,  1926.    37  p. 

3650.  The  Work  of  the  College  Entrance  Examination  Board,  1901-1925.     Bos- 

ton:   Ginn,  1926.     300  p. 


CHAPTER  III 

TOPICAL  INDEX  TO  THE  REPORTS  OF  EDUCATIONAL 
RESEARCH  AND  RELATED  MATERIALS 

Formulation  of  topics.  In  preparing  the  topics  to  be  used  in  the 
Index,  a  preliminary  list  was  taken  with  some  modifications  from  a 
topical  outline  which  has  been  employed  since  1922  by  the  Bureau  of 
Educational  Research  for  the  classification  of  educational  writings, 
including  those  in  bound  volumes,  periodicals,  reports,  and  bulletins. 
This  outline  consists  of  twenty-five  main  headings  or  divisions  each 
of  which  is  subdivided.  The  subdivisions  of  the  main  headings  range 
in  number  from  only  a  few  up  to  more  than  forty  topics.  As  the 
reports  of  educational  research  and  related  writings  were  examined, 
some  topics  were  modified  and  quite  a  number  of  others  were  added, 
usually  by  way  of  additional  subdivision.  If  it  appeared  desirable  to 
do  so,  those  topics  upon  which  a  considerable  number  of  references 
were  found  were  subdivided  and  new  topics  formed.  In  a  few  cases, 
two  or  even  more  closely  related  topics  were  combined  into  one.  For 
example,  two  of  the  original  topics  were  "Physical  Education"  and 
"Administration  of  Physical  Education,"  but  when  it  was  found  that 
there  were  practically  no  references  dealing  with  research  in  the  lat- 
ter, it  was  combined  with  the  former  under  the  title  of  "Physical! 
Education."  By  the  procedures  just  described  a  list  of  approximately 
six  hundred  and  fifty  topics  was  prepared. 

Arrangement  of  topics.  In  alphabetizing  the  topics,  the  arrange- 
ment has  been  based  upon  what  seemed  to  be  the  most  important  or: 
outstanding  word  in  each  topic.  In  order  to  save  space,  the  words - 
"school"  and  "education"  have  been  omitted  wherever  it  seemed  that 
such  an  omission  would  not  impair  the  meaning.  For  example,  in- 
stead of  such  topics  as  "Education  in  Canada"  and  "School  Account- 
ing," the  shorter  forms  "Canada"  and  "Accounting"  have  been  em- 
ployed. Moreover,  since  all  the  references  are  restricted  to  the  field 
of  education,  it  is  to  be  understood  that  every  topic  given  refers  to 
some  phase  of  education.  Hence,  such  topics  as  "Libraries"  and 
"Finance"  refer  to  "School  Libraries"  and  "School  Finance"  respec- 
tively. 

Cross-references.  In  addition  to  the  almost  six  hundred  and  fifty 
topics  actually  employed,  about  two  hundred  cross-references  are 
given.  A  large  number  of  these  deal  with  topics  about  which  there 
might  be  some  doubt  as  to  the  word  to  come  first,  and  therefore  as 
to  where  to  look  in  the  Index.  Thus,  "Administration  in  Small  Cities" 


326 


leii 


«li 


Ten  Years  of  Educational  Research,  1918-1927  327 

appears  with  a  reference  to  the  topic  "Small  Cities,  Administration 
in."  Similarly,  "Intelligence  of  Negroes"  is  followed  by  a  cross- 
reference  to  "Negroes,  Intelligence  of."  Other  cross-references  are 
given  in  the  case  of  more  or  less  synonymous  terms  or  topics.  If  one 
looks  up  "Bonding"  he  is  referred  to  "Indebtedness,"  and  if  he  looks 
up  "Games"  he  is  referred  to  "Athletics."  It  has  not  seemed  necessary 
to  give  many  cross-references  for  topics  actually  followed  by  lists  of 
references  to  others  of  the  same  sort,  for  at  least  two  reasons.  In  the 
first  place,  many  references  have  been  listed  after  two  or  more  topics 
and  thus  may  be  found  by  looking  up  one  of  the  topics  without  the 
necessity  of  consulting  any  other.  For  instance,  a  certain  reference 
which  has  the  title  "Deficiency  and  Delinquency  and  the  Interpreta- 
tion of  Mental  Testing"  has  been  classified  under  the  following  three 
topics :  "Delinquents,"  "Subnormal  Children,"  and  "Intelligence 
Tests."  In  the  second  place,  the  more  general  and  inclusive  topics  are 
commonly  followed  only  by  the  numbers  of  those  references  which 
are  also  general.  For  example,  the  only  references  included  under 
the  topic  "Foreign  Education"  are  those  which  deal  with  foreign  ed- 
ucation in  general  or  in  a  considerable  number  of  countries,  not  with 
that  in  any  one  country  or  even  in  a  limited  number  of  countries. 
To  give  a  second  example,  the  topic  "Achievement  Tests"  includes 
only  those  references  which  deal  with  such  tests  in  general  or  with 
tests  in  a  large  number  of  different  subjects,  not  with  those  particu- 
larly devoted  to  tests  in  one  or  a  few  subjects. 

Classification  of  references.  In  the  effort  to  make  the  classifica- 
tion of  references  as  uniform  as  possible,  it  was  done  entirely  by  one 
person.  An  actual  examination  was  made  of  all  writings  available 
except  those  with  which  the  classifier  was  already  familiar.  In  the 
paragraphs  stating  what  references  were  included  in  this  list,^  men- 
tion was  made  of  the  fact  that  a  number  were  included  without 
being  directly  examined.  Naturally  these  had  to  be  classified  without 
examination,  and  it  is  probable  that  in  a  number  of  cases  erroneous 
classifications  were  made  or  possible  additional  ones  omitted.  Many 
of  the  references,  probably  most  of  them,  were  classified  under  only 
one  topic,  but  a  large  number  were  placed  under  two  or  three  and 
some  under  even  more.  However,  there  was  no  intention  of  making 
the  classification  exhaustive.  For  example,  not  every  reference  which 
includes  the  use  of  intelligence  tests  has  been  listed,  but  only  those 
that  in  the  judgment  of  the  classifier  possess  distinct  value  for  anyone 
interested  in  that  topic.     ^Moreover,  books  and  some  other  references 

^See  p.   147  f. 


lip 


328  Bulletin  No.  42 


dealing  with  a  rather  large  number  of  more  or  less  closely  related 
topics  were  ordinarily  classified  under  a  single  general  topic  rather 
than  under  each  of  several  subordinate  ones.  For  example,  Gilliland 
and  Jordan's  Educational  Measurements  and  the  Classroom  Teacher, 
a  book  dealing  with  various  types  of  tests  and  also  with  related  topics, 
was  not  classified  under  each  topic  dealt  with,  but  merely  under  the 
general  heading  "Achievement  Tests."  However,  if  such  a  book  in 
addition  to  its  general  contents  contained  a  rather  outstanding  or 
lengthy  contribution  on  some  one  or  two  topics,  it  was  also  classified 
under  these. 

How  to  use  the  Topical  Index.  As  will  be  seen  by  glancing  at  the 
Index,  the  topics  included  are  followed  by  numbers.  These  are  the 
serial  numbers  of  the  references.  Anyone  seeking  references  upon  a 
certain  topic  should,  therefore,  find  this  topic  in  the  Index,  note  the 
numbers  that  follow  it,  and  look  up  the  references  having  these  num- 
bers in  the  preceding  list.  Even  though  rather  detailed  topics  have 
been  employed,  and  a  considerable  number  of  cross-references  given, , 
the  Index  does  not  contain  every  possible  topic.  It  will,  therefore, 
sometimes  be  necessary  for  anyone  seeking  information  on  a  certain 
topic  to  think  of  all  possible  wordings  or  ways  of  stating  the  topic 
and  to  look  for  these  in  order  to  find  the  one  desired.  Furthermore, 
search  should  be  made  for  as  detailed  a  topic  as  possible ;  that  is,  one 
who  is  seeking  references  upon  any  specific  phase  of  school  finances5^gel 
rather  than  upon  school  finances  in  general,  should  look  for  the  par- 
ticular topic  in  which  he  is  interested,  such  as  "Accounting,"  "Indebt- 
edness," "State  Aid,"  and  so  forth,  rather  than  for  the  general  topics 
of  "Finance." 

Abilities,  Development  of.     See  Conduct  Controls,  Development  of. 

Ability  Grouping.     89,  115,  134,  153,  331,  336,  342,  451,  562,  563,  577,  605,  619, 

637,  638,  646,  650,  656,   717,  784,   883,   1058,    1102,    1126,    1154,   1223,    1236, 

1237,  1379,  1408,   1481,   1604,  1706,  1709,  1814,  1916,  2030.  2102,  2109,  2192,. 

2193,  2195,  2220,  2274.  2357,  2383,  2404,  2420,  2603.  2618,  2667,  2683.  2732,. 

2772,  2777,  2884,  2925,  3025,  3060,  3088,  3092,  3097,  3105,  3108,  3163,  3262,. 

3263,  3288,  3315,  3361,  3378. 
Ability,  Previous  Training,  and  Status  of  College  Students.     72,  286,  289,  304, 

592.  671,   1280,   1437.    1438,   1492,    1532,   1733.   1771,    1867,  2185,  2202,  2377, 

2378,  2453,  2476,  2664,  2872,  2995,  3020,  3179.  3316,  3544,  3601,  3634. 
Abilitv  to  Support  Education.    252,  545,  1173,  1201,  1765,  1991,  2066,  2067,  2168, 

2169.  2216,  2275a,  2306,  3028,  3340.  3355.  3356.  3435.  3474.  3498.  3562,  3588, 

3595. 
Abnormal  Children.     Sec  Exceptional  Children. 
Acceleration.     See  Retardation  and  Acceleration. 
Accident  Prevention.     See  Safety  Education. 

Accomplishment  Quotients.     Sec  .Achievement  Quotients  and   Ratios. 
Accomplishment   Ratios.     See   Achievement   Quotients   and   Ratios. 
Accounting,    Financial.     546.  888.  889,  975,    1183,    1304.   1608,  2230.  2231.  2232, 

2622.  3017,  3539,  3565. 


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Ten  Years  of  Educational  Research,  1918-1927  329 

Accrediting  of  Schools.     709,  1882,  3324,  3560. 

Achievement  of  Negroes.     See  Negroes,  Achievement  of. 

Achievement  Quotients  and  Ratios.     985,  1741,  1872,  2800. 

Achievement   Ratios.     See  Achievement  Quotients  and   Ratios. 

Achievement  Tests.  56,  77,  106,  126,  142,  181,  191,  212,  214,  287,  378,  403,  469, 
470,  520,  540,  634,  636,  641,  645,  663,  747,  765,  792,  914,  946,  948,  958, 
1011,  1071,  1082,  1167,  1190,  1194,  1199,  1217,  1287,  1345,  1356,  1374,  1388, 
1410,  1525,  1588,  1651,  1675,  1676,  1762,  1811,  1873,  1937,  1969,  2016,  2017, 
2020,  2023,  2025,  2028,  2029,  2032,  2034,  2035,  2051,  2083,  2086,  2117, 
2127,  2135,  2188,  2196,  2200,  2203,  2204,  2225,  2274,  2281,  2358,  2379,  2428, 
2561,  2566,  2735,  2764,  2900,  2901,  2903,  2923,  2952,  3000,  3051,  3052,  3053, 
3054,  3082,  3115,  3212,  3368,  3414,  3453,  3491,  3587. 

Activity  Analysis.     5"^^  Job  Analysis. 

Activity  Schools.    764. 

Administration.  59,  686,  691,  1272,  1895,  2133,  2403,  2488,  2614,  2710,  2740, 
2752,  2903. 

Administration  in  Small  Cities.     Sec  Small  Cities,  Administration  in. 

Adolescence.     255,  2490. 

Adult   Education.     26,   1308,   1309,   1330,  2294,  2824,  3448,  3490. 

Africa.     1540,  1541. 

After-School  Careers.     386. 

Age-Grade  Studies.     Sec  Retardation  and  Acceleration. 

Agriculture.  154,  159.  163,  365,  586,  669,  776,  845,  936,  1022,  1040,  1162,  1326, 
1384,  1497,  1498,  1514,  1516,  1693,  1703,  1846,  1861,  1951,  1980,  2052,  2115, 
2159,  2160,  2619,  2669,  2848,  3190,  3249,  3250,  3283,  3604,  3620,  3635. 

Agriculture  Tests.    2751. 

Aims  of  Education.    See  Objectives. 

Alabama.    201,  565,  799,  1511,  1738,  2894,  3386,  3.531.    . 

(\laska.      2896. 

Algebra.    89,  738,  1825,  2165,  2616,  2704,  2724,  2899,  2959,  3520. 

Mgebra  Tests.     805,  806,   1418,  2586,  2632,  2638,  2969,  3035. 

Mi-Year  Schools.     3127. 

\mbridge,  Penn.     910a. 
merican-born  Children  of  Foreign  Parentage,  Intelligence  of.     708,  894,  1546, 
1650,  2269,  3291. 

[Americanization.  218,  1250,  1302,  1482,  1546,  1875,  2280,  2427,  2767,  2947,  3492, 
3594. 

Amount  and  Distribution  of  Expenditures.     544,  733,  734,  826,  938,   1172,   1187, 

1187b,  1233,  1303,  1386,  1452,  1504,  1681,  2095,  2140,  2321,  2338,  2412,  2459, 

1^        2658,  2705,  2845,  2890,  3013,  3029,  3106,  3340,  3357,  3400,  3403,  3404,  3409, 

3430,  3431,  3498,  3515,  3563,  3641,  3646,  3647. 
"''wPPointment   of   Teachers.     See  Teachers,    Selection   of. 
SJ^pprenticeship.     1415,  1697,  2396,  2986. 

ptitudes.    See  Special  Abilities  and  Aptitudes, 
ptitudes,  Special.     See  Special  Abilities  and  Aptitudes. 
'-wrabian  Contributions.    2990. 

rithmetic.  242,  364,  370,  427,  428,  441,  442,  541,  542,  824,  825,  1057,  1182, 
1273.  1315,  1401,  1429,  1470,  1556,  1619,  1710,  1800,  1801,  1976,  2019,  2021, 
2044,  2097,  2119,  2126,  2182,  2226,  2237,  2238,  2439,  2512,  2649.  2653,  2694, 
2723,  2842,  2868,  2929,  2939,  2957,  3182,  3185,  3206,  3209,  3211,  3344,  3520, 
3522. 
rithmetic  Tests.  153,  215,  373,  420,  930,  961,  1165,  1184,  1307a.  1449,  1472, 
1551,  1617,  1722a,  1949,  2019,  2022,  2024,  2041,  2182,  2226.  2551.  2567,  2841, 
2911,  2935,  2969,  3031,  3035,  3254,  3255,  3258,  3265,  3267,  3303a,  3342, 
3343,  3344,  3345. 


330  Bulletin  No.  42 

Arizona.    3015,  3134,  3384,  3611. 

Arizona,  University  of.    3541. 

Arkansas.     72>?>,  1134,  1484,  1583,  2892,  2894,  3325. 

Army,  Education  in.     1752,  1798,  1888. 

Art.     96,  909,  910,  1810,  1910,  2410,  2621,  2727,  3014,  3077,  3229. 

Artistic  Ability,  Measurement  of.     1954. 

Association  and  Memory.    347,  674,  688,  874,  1628,  1632,  1719,  1770,  1788,  1795, 

2832,  2976,  3101. 
Athletics.     221,  1598,  1625,  2037,  2625,  3020a,  3069. 
Attendance.     94,  358,  612,  613,  765,  882,  891,  953,  955,   1073,   1511,  1512,   1973, 

2078,  2194,  2429,  2555,  3275,  3320a,  3497,  3499,  3567,  3569. 
Attitude,  Measurement  of.  See  Social  Attitudes  and  Interests,  Measurement  of. 
Attitudes.     See  Personality  and  Character. 

Attitudes  of   Children.     See   Children's  Knowledge   and   Attitudes. 
Austin,  Tex.     1505. 
Australia.    578,  2056,  2973. 
Austria.    905,  2292. 

Ayres'  Index  Number.     See  State  Systems,  Ranking  of. 

Baptist  Education.    388,  1750.  ; 

Barnard,  Henry.     2804.  ,' 

Beginning  Teachers.     588,  964.  j 

Belgium.    2061.  ' 

Benton,  T.  H.     1817. 

Berkeley,  Calif.    2382.  , 

Bible  in  Public  Schools.    1396.  ; 

Bilingual  Instruction.    87,  922.  , 

Biology.     817,  928,  929,  1460,  1461,  1955.  i 

Blind,  Education  of.     See  Visual   Defectives,   Education   of.  ^ 

Boards  of   Education.     43,   189,  343,  475,  633,   752,  753,  757,   1283,    1307,   1364; 

1827,  2068,  2077,  2217,  2736. 
Bonding.    See  Indebtedness. 
Bosco,  Don.     1669. 

Boston.    164,  846,  3342,  3393,  3432,  3545,  3593. 
Botany.    1968. 
Bowdoin  College.     1263. 
Briggs,  Le  B.  R.    357. 
Brougham,  Lord,  Work  of.     1079. 
Brown  University.    591. 
Budgets.     See  Finances  ;   Accounting. 
Buffalo  County,  Neb.    2216. 
Building   Programs.     42,   52,    108,   609,   827,   871,   887,    1247,    1444,    1990a,  2256, 

2258,  2313,  2501,  2714,  3196,  3289,  3496,  3566. 
Buildings.     396,  610,  797,  820,  821,  977,  1246,  1259,  1824,  2073,  2646,  3331,  3348 

3424. 
Buildings,  Rating  of.     229,  433,  1913,  1995,  2421,  2860,  2861,  2864,  3561. 
Bulgaria.    2600,  2808. 

Business  Administration.     See  Boards  of  Education. 
California.     122,  240,  902,  967,    1015,   1179,    1597,  2123,  2313,  2614,  2658,  2889 

2940,  3038. 
California,  University  of.     314. 
Canada.     227,   721,   952,   1077,    1211,   1563,    1690,    1714.   1855,    1861,    1868,    1870 

1960,  1990,  2056,  2449,  2488,  2517,  2615,  2785,  2937,  3010. 
Catholic    Education.     266,    443,    483,    672,    1215,    1291,    1499,    1520,    1574,    1735 

1829,  1855,  1924,  2322,  2524,  2633,  2644,  2786,  3187. 
Central  America.    1793,  2015,  2060. 


'A 


'•:'ni 
■:nii 


Tex  Years  of  Educational  Rese..\rch,  1918-1927  331 

Certification  of  Teachers.     600,  604,   1614.   1791,  3293. 

Character.     See  Personality  and  Character. 

Character  Education.     515.'  1109,  1180.  1466,  1680,  1744,  1912,  1920,  2304,  2559. 

2647,  2742,  2919,  3062,  3100,  3217,  3359. 
Chemistry-.     467,   1095,   1808,   1837,  2142,   2330,  2359.  2360.  3535. 
Chemistr>-  Tests.     1062,   1879a,   2360,  2361,  2481,   2721,   2835. 
Chenev  State  Normal  School.    2215. 
Chicago.    2095,  3013. 
Chicago,  University  of.     1118,  2080. 
Child  Accounting.     196.  879.  882,  885.  1030,  1031.  1159.   1161.   1279,  1354.   1809, 

1900.  1966.  1972.  2005.  2078,  2320,  2346,  2430,  2432,  2443,  2679,  2707,  2753, 

2858.  2859.  3001.  3009,  3294.  3567.  3568.  3577. 
Child  Labor.    69,  114,  264,  565,  566,  891,  953,  1014,  1072,  1073,  1074,  1075,  1076, 

1511,  3275. 
Children's  Kno%vledge  and  Attitudes.     60,  421,  461,  499,   1084,  1427,   1929,   1958, 

2137.  2302.  2494.  2909,  2951. 
Children's  Reading.     145,  313,  499,  500,  1427,  1545,  1915,  1994,  2422.  2924,  2949, 

2950.  3016.  3114. 
China.     49,  505,  528,  530.  532.  534,  535,  866,  1012.  1020,  1024,  1424.  1425.  1724. 

1745.  1751,  1777.  1780.  2013,  2015,  2668,  2696,  2916,  3012,  3018,  3307,  3360. 
Choice  of  College.    897. 
Church  of  the  Brethren  Colleges.     2157. 
Cincinnati.     3006. 
Citizenship  Training.     168,  374,  572,  710,  819,  1083,  1271,  2063,  2147,  2434,  2575, 

3233,  3451. 
Ciyics.     169,  349,  422,  i593a,  2065,  2718. 
Class  Size.     606,  714,  2821,  2822.  3064,  3517. 
Classification   and   Promotion.     101.   303,   384,  654.   950,   1045,   1301,   1552,   1675, 

1851.    1898a,   2018,   2053,   2074a.   2125.   2178,   2298,   2430,   2454,  2556,   2623, 

2732.  3052.  3076,  3110,  3116,  3276,  3303b,  3363. 
Clerical  Tests.    2592,  2985. 
Cleyeland.    3329. 
Coaches.     See  Athletics. 
Colgate  Uniyersity.     2547. 
Collecting  Taxes,  Cost  of.     886. 
College  Degrees.    352,  1434,  1513. 
College  Enrollment.     1267,  2503,  3157,  3419. 
College   Entrance  Examination   Board,  Work  of.     37a,   1403,  3175.   3236,   3411, 

3650. 
College   Entrance   Requirements.   307,   1771,   1852,    1866,   2324,   2393,   2395,   2442, 

2629,  2987,  3235,  3366,  3367,  3512,  3581. 
College  Finances.     70,  71,  418,   521,   1433,   1580a,  2069,  2172,  2384,  2385,  2464, 

2655,  2717,  2814,  2815,  2964,  3477,  3552.    See  also  Finances  of  College  Stu- 
dents. 
College  Registration.     92,  2222. 
College  Success.     See  Student  Success  in  College. 
College  Success,  Prediction  of.     74,  177,  591,  1266,  2205,  3316,  3634. 
College  Work.     See  names  of  various  subjects  and  types  of  \vork. 
Colonial   Education.     2671,  2672,  3145,  3271. 
Colonial   Schools.     See  Colonial  Education. 
Colorado.     543,  1074.  2692,  2693,  2889,  3410,  3425. 
Colorado  College.     1594. 

Colorado  State  Teachers  College.     3292,  3574,  3575,  3576. 
Columbia  University.     429,  2873,  3544. 
Commerce,  College  Work  in.    2897. 


332  Bulletin  No.  42 

Commercial  Subjects.  155,  249,  250,  251,  447,  597,  111,  1593a,  1671,  1749,  1781, 
1806,  1807,  1881,  1919,  2113,  2213,  2813,  2877,  3090,  3091,  3135,  3141,  3354. 

Commercial  Subjects,  Tests  in.     1621. 

Commissioners  of  Education,  State.    See  State  Superintendents. 

Community  and  School.    302,  464a. 

Community  Center  Work.     154,  478,   1100,   1101. 

Community  Health.     Sec  Health,  Community. 

Composition.    290,  291,  1280,  1416,  1428,  1639,  1733,  1845,  2276,  2809,  2993,  3049. 

Composition  Scales.  1,  164,  531,  822,  1416,  1428,  1746,  1891,  2096,  2353,  2664,  2935, 
3049,  3050,  3201,  3234,  3393. 

Comprehension.     See  Reading. 

Compulsory   Attendance.      198,   219,   459,   881,    1233,   3239. 

Conditions   in   Industry.     See   Industry,   Conditions   in. 

Conduct   Controls,   Development  of.      1808,  3100. 

Connecticut.    362,  726,  1322,  1698,  1945,  2705,  2706,  2825,  2974,  3078,  3640. 

Consolidation.  4,  5,  8,  188,  232,  343a,  485,  602,  956,  1701,  1833,  2419,  2654,  2682a, 
2745,  3282a. 

Constructive  Ability,  Measurement  of.  See  ^Mechanical  Ability  and  Interest 
Tests. 

Continuation  Education.  14,  853,  898,  940,  1404,  1582,  1674,  2460,  2881,  3118, 
3482. 

Correspondence   Study.      1635,   1637,  2158.  i 

Cost  of  Collecting  Taxes.     Sec  Collecting  Taxes,  Cost  of. 

County  Training  Schools.     28,  911. 

Crime  and  Education.     121. 

Cripples,  Education  of.     222^,  2765. 

Critical  Studies  of  Intelligence  Tests.  See  Individual  Intelligence  Tests,  Deriva- 
tion and  Critical  Studies  of;  Group  Intelligence  Tests,  Derivation  and 
Critical  Studies  of. 

Cuba.    1793. 

Current  Conditions  in  the  United  States.  622,  749,  932,  952,  1021,  1338,  1713, 
2140,  2166,  2605,  2606,  2607,  2615,  3334,  3428,  3486,  3499,  3511,  3642,  3643. 
See  also   various  states  and  cities. 

Curriculum.  16,  102,  122,  268,  269,  272,  273,  297,  316,  332a,  Z12>,  336,  346,  376, 
582,  632,  651,  720,  739,  755,  903,  941,  1090,  1091,  1196,  1219,  1269,  1271,' 
1333,  1339,  1347,  1380,  1413,  1520,  1530,  1537,  1575,  1577,  1730,  1818,  1859: 
1881,  1967,  2164,  2167,  2174,  2395,  2431,  2468,  2473,  2505,  2508,  2519,  2543., 
2583,  2610,  2850,  2856,  2945,  2955,  2963,  3023,  3214,  3216,  3249,  3352,  3358; 
3371a,  3372,  3390,  3405,  3475,  3476,  3536,  3574,  3598.  3639. 

Curriculum  Construction.  18,  41,  109,  143,  169,  170,  182,  207,  233,  234,  245,  270 
271,  274,  283,  297,  310,  318,  344,  345,  365,  368,  390,  392,  399,  446.  447.  461 
498,  505,  513,  518.  519,  525.  559,  561,  631,  642,  662,  672,  111,  798,  817,  818 
830,  837,  843,  850,  925,  948,  951,  981,  997,  1012,  1123,  1126,  1152,  1162 
1166,  1228,  1229,  1234,  1235,  1296,  1315,  1316,  1317,  1352,  1368,  1412,  1432 
1451,  1524,  1537,  1538,  1543,  1593a,  1629,  1682,  1726,  1748,  1749,  1787,  1810 
1846,  1906,  1934,  1968,  2036,  2047a,  2052,  2064,  2070,  2134,  2147,  2261,  2304 
2325,  2417,  2466,  2467,  2513,  2581,  2582,  2584,  2585,  2586,  2590,  2591,  2628 
2649,  2680,  2746,  2762,  2763,  2773,  2812,  2850,  2870,  2875,  2905,  2944,  2954 
2955,  2962,  2979,  3019,  3021,  3130,  3139,  3147,  3183,  3206,  3209,  3211,  3217 
3221,  3229,  3278,  3286,  3312,  i},}>2,  3376,  3413,  3427,  3443,  3444,  3445,  3493 
3519,  3521,  3522,  3524,  3525,  3535,  3537,  3538. 

Czecho-Slovakia.  Ill,  1772. 

Dalton  Plan.  See   Individual  Instruction. 

Dartmouth  College.  3543. 

Davidson,  Thomas.  1766. 


Tex  Years  of  Educational  Research,  1918-1927  333 

Deaf,  Education  of.     2428,  2948. 

Dean,  Work  of.     581. 

Degrees.     See  Collccc   Degrees. 

Delaware.     612,  613,  1250,  2487,  2863,  3501. 

Delinquents.  278,  323,  419,  437,  538,  554,  859,  1104,  1248,  1502,  1996,  2423, 
2487,  2965,  2982,  3083,  3194,  3616. 

Delinquents,  Schools  for.     97,  280,  2122. 

Demonstration  Schools.     2599,  3156. 

Demonstration  Teaching.    3191. 

Demonstration  Teaching.     Sec  Practice  Teaching  and  Observation. 

Denmark.     952,  1254,  2615. 

Dental   Education.     1077,  3074,  3597,  3600. 

Departmental  Teaching.     2823,  3091. 

Dependents.    460,  1248,  2487,  3616. 

Derivation  and  Critical  Studies  of  Intelligence  Tests.  See  Individual  Intelli- 
gence Tests,  Derivation  and  Critical  Studies  of;  Group  Intelligence  Tests, 
Derivation   and   Critical   Studies  of. 

Des  Moines.     2501. 

Detroit.     156,  635,  637,  638,  639,  2004,  2257,  2776,  2779,  2852. 

Development  of  Conduct  Controls.     See  Conduct  Controls,  Development  of. 

Dewey,  John.     1203. 

Directed  Study.     See  Supervised  Study. 

Discussion  Examinations.     See  Examinations. 

Distribution  of  Expenditures.     See  Amount  and  Distrii)ution  of   Expenditures. 

District  of  Columbia.     1248. 

Domestic  Science.    See  Home  Economics. 

Dominici,  Cardinal.     625. 

Dormitories.     1700. 

Drawing.    See  Art. 

Drawing  Scales.     1115,  1638,  1892. 

Dull   Children.     See  Subnormal  Children. 

Dutton,  S.  T.     1743. 

Early  American  Education.    See  Colonial  Education. 

East  Indies.    2838. 

Economic  Factors.     1362,  1971. 

Economic  \'alue.  548,  972,  1025,  2615,  3341,  3379,  3450,  3457. 

Economics.     1378,  2065,  3203,  3231. 

Education,  College  Work  in.  6,  19,  208,  352,  407,  432,  495,  496,  629,  658,  670, 
863,  992,  1087,  1193.  1426,  1530,  1590,  1657,  1771,  1932,  1979,  2038,  2417, 
2431,  2570,  2371,  3041,  3207,  327S,  3280,  3281,  3282,  3365,  3375,  3480. 

Education   for   Illiteracy.     See  Illiteracy. 

Education  in  Army.     See  Army,  Education  in. 

Education  in  Foreign  Countries.  See  Foreign  Education ;  also  names  of  coun- 
tries or  continents. 

Education  in  Large  Cities.     See  Large  Cities,  Education  in.  • 

Education  in  Various  States.     See  names  of  states. 

Education   of   Blind.     See   Visual    Defectives,   Education   of. 

Education  of  Cripples.     See  Cripples,  Education  of. 

Education  of  Deaf.     See  Deaf,  Education  of. 

Education  of  Immigrants.     See  Americanization. 

Education  of  Negroes.    See  Negroes,  Education  of. 

Education  of  Visual  Defectives.     See  Visual  Defectives,  Education  of. 

Education  of  Women.     See  Women,  Education  of. 

Educational  Cxuidancc.  37,  127,  320,  321,  693,  897,  898,  942,  1006,  1207,  1363, 
1734,  2010,  2033,  2205,  2267,  2390,  2440,  2554,  2835,  3159,  3380. 


334  Bulletin  No.  42 

Educational   Measurement.     See   Achievement   Tests;    also   names   of   various 

subjects. 

Educational  Methods.    See  Methods  of  Teaching. 

Educational    Methods,   Courses  in.   980. 

Effect  of  Health  on  Achievement.     See  Health,  Effect  of  on  Mental  Activity. 

Effect  of  Physical  Condition  on  Achievement.     Sec  Health,  School. 

Effect  of  Practice.   See  Practice,  Effect  of. 

Effect  of  Tobacco  on  Mental  Efficiency.  See  Tobacco,  Effect  of  on  Mental 
Efficienc}^ 

Effects  of  Heredity  and  Environment.     See  Heredity  and  Environment. 

Egj'pt.   2056,  2597. ' 

Elementarv  Education.  33,  295.  344,  376,  642,  941,  1339,  1537,  1556,  1686,  1730, 
2064,  2174.  2452,  3184.  3332,  3390,  3391,  3415,  3599. 

Elimination.    1603,  1903,  2197,  2527,  2702. 

Eliot.  C.  W.    626. 

Emerson,  R.  W.     210. 

Emotions.    875,  1904,  2075,  2103.  2500,  2502,  2612. 

Emotions,  Measurement  of.     1904,  2475,  2750,  3024. 

Employment  of  Teachers.     Sec  Selection  of  Teachers. 

Engineering,  College  Work  in.  241,  1155,  1514,  1516,  1886,  2062,  2211,  2898, 
2968,  3392,  3601. 

English.  49,  109,  147,  210,  274,  313,  335,  390,  498,  499,  500,  516,  623,  671,  676, 
678,  718,  777,  837,  896,  1123,  1222,  1261,  1270,  1423,  1476,  1509,  1524,  1706, 
1764,  1792,  1885,  1915,  1982,  2000,  2070,  2111,  2180,  2225,  2296.  2353,  2354, 
2427,  2674,  2832,  2874,  2961,  2962,  3016.  3100.  3125,  3337,  3471,  3546, -3602. 

English  Tests.  81,  81a,  215,  351,  490,  511,  512.  1156,  1165,  1280,  1477,  1612,  2225, 
2352.  2373,  2418,  2835,  2998,  3208,  3256,  3259.  •  , 

Enid,  Okla.    2383.  1 

Environment.     See  Heredity  and  Environment. 

Episcopal  Education.     319. 

Equipment.     205,  787,  1784,  2942,  3348. 

Essay  Examinations.     Sec  Examinations. 

Esthonia.    61. 

Etiquet,  Training  in.  1865.  3489. 

Europe.  764.  1713,  3037,  3103,  3420,  3511. 

Evening  Schools.     26.  2671.  3395,  3396. 

Examinations.  150,  334,  510,  759,  878,  914,  1119,  1675a,  2031,  2050,  2207,  2271, 
2564,  2565,  2566,  2568,  2596,  2769,  3039.  3136,  3137,  3235. 

Exceptional  Children.  324,  1065,  1066,  1355,  1372,  1414,  1481,  1572,  1930,  2153, 
2348,  2380,  2713,  3083,  3084,  3630. 

Extra-Curricular  Activities.  35,  103,  819,  851,  963,  968,  1007,  1023,  1593a,  1624, 
1664,  1665,  1668,  1830,  1853,  1928,  2208,  2314,  2436,  2539,  2540,  2593,  2651, 
2831a,  2930,  2931,  2933,  2963,  3230,  3270.  Sec  also  Athletics  and  other  ac- 
tivities. 

Extra-Ctirricular  Activities  in  College.  2624,  3534.  See  also  Athletics  and  other 
activities. 

Eyesight.    217,  1483,  3437. 

Failure.     See  Classification  and  Promotion. 

Fatigue.    1044,  1894,  3071,  3140. 

Federal  Aid.     1581,  1703,  1876,  2703,  2791,  2910,  3120. 

Federal  Board  for  Vocational  Education.    260,  1383,  1876,  2283,  2791. 

Federal  Department  of  Education.     1517. 

Feebleminded  Children.     See  Subnormal  Children. 


Ten  Years  of  Educational  Research,  1918-1927  335 

Finances.  29,  113,  140,  149,  341,  396,  397,  413,  431,  491,  547,  611,  620,  748a,  775, 
888,  895,  972,  987,  1171,  1187a,  1202,  1452,  1553,  1560,  1618a,  1784,  1836,  1838, 
2006,  2008,  2081,  2117,  2128,  2413,  2463,  2577a,  2597,  2601,  2698,  2706,  2862, 
2863a,  2889,  2892.  2894,  2895,  2896,  2938,  3010,  3017,  3032,  3373,  3407,  3408, 
3410,  3433,  3549,  3564,  3611,  3641,  3645. 

Finances  of  College   Students.     521,  1130,   1324,  3605. 

Financial  Accounting.     See  Accounting,  Financial. 

Financial  Support  of  Rural  Schools.  140,  151a,  257,  341,  343,  598,  756,  1422, 
2720,  2997,  3119,  3532,  3649. 

Finland.    1761. 

Florida.    571,  3230. 

Foreign  Born,  Education  of.     See  Americanization. 

Foreign   Born,   Intelligence   of.     See   Immigrants,   Intelligence   of. 

Foreign  Criticisms  of  American  Education.    2236. 

Foreign  Education.     65,  355,  1491.     See  also  names  of  particular  countries. 

Foreign  Language.  194,  426,  580,  1122,  1221,  1759,  1816,  1902,  2241,  2498,  2762, 
2763,  2878,  3039,  3151,  3299. 

Foreign  Students  in  the  United  States.    49,  456,  533,  3161,  3291,  3317. 

Forestry.    3382. 

Form  Board  and  Similar  Tests.  748,  1469,  1602,  1711,  2072,  2268,  2880. 

Formal  Discipline.     See  Transfer  of  Training. 

Foundations.     2655,  3397. 

Fountain  County,  Ind.    416. 

France.     952,   1565,   1567,   1744,  2482,  2483,  2484,  2542,  2615. 

Fraternities.    See  Extra-Curricular  Activities. 

Free  Schools.    1871,  1945. 

Free  Textbooks.  1397,  1421,  3570. 

French.    279,  426,  1176a,  1298,  1449a,  1689,  2466,  2467,  3067. 

French  Tests.    299,  526,  527,  1220,  1299,  1964,  2835,  3236. 

Games.     See  Athletics. 

Gary,  Ind.     113,  439,  634,  945,  1225,  2485,  2857,  3173. 

Gaul.     1186. 

General  Achievement  Tests.  See   General  Survey  Tests. 

General  Science.  561,  699,  835,  873,  1607,  2145,  2522,  3102,  3121,  3128. 

General  Science  Tests.  150,  187,  835. 

General  Status  of  Teacher  Training.  See  Teacher  Training,  General  Status  of. 

General  Status  of  Teachers.  See   Teachers,  General  Status  of. 

General  Survey.  Tests.  568,  654,  984,  1589,  1796,  2024,  2251,  2331,  2332,  2366, 
2414,  2553a,  2563,  2835. 

Genius.  See   Gifted  Children. 

Geography.  308,  310.  506,  933,  1080,  2138,  2455,  2494,  2587. 

Geography  Tests.  309,  2565. 

Geometry.  524,  1571,  2303,  2991,  3148,  3449,  3520. 

Geometry  Tests.  1997,  2969,  3035. 

Georgia.  627,  2709,  2826,  2827. 
"German.  426,  1189,  3067. 

German  Reformed  Church  Education.  1778. 

German  Tests.  1300,  2405,  3236. 

Germany.  33,  952,  1567,  1568,  1679,  1728,  1729,  1730,  1731,  2542,  2615,  2754. 

Gifted  Children.  115,  128,  136,  137,  138,  209,  317,  350,  392,  568,  648,  656,  657, 
725,  760,  768,  769,  883,  947,  995,  1104a,  1224,  1305,  1306,  1318,  1332,  1360,  1373, 
1374,  1375,  1491,  1531,  1609,  1685,  1687,  1814,  1909,  2274,  2432,  2438,  2544,  2640, 
2739,  2801,  2865,  2866,  2908,  2922,  2923,  2926,  2982,  3059,  3066,  3115,  3162, 
3163,  3165,  3168,  3204,  3246,  3301,  3302,  3303,  3323. 


336 


Bulletin  No.  42 


Girard  College.     1311. 

Girls,   Education   of.     5"^^'  Women,   Education  of. 

Grades.     See  Marks  and  Marking  Systems. 

Grading.     Sec  Alarks  and  Alarking  Systems;  Organization  of  School  Systems. 

Graduate  Work.     365,   1434,  1435,   1657,  1856,  1932,  3327. 

Graduation  from  College.    See  College  Degrees. 

Grady,  H.  W.     2928. 

Grammar.     See  Language  and  Grammar. 

Grammar  Tests.     See  English  Tests. 

Grand  Rapids,  Mich.     2852. 

Graphic  ^Methods.     Sec  Statistical  Methods. 

Great  Britain.  200,  410,  506,  616,  952,  1079,  1211,  1535,  1567,  1689,  1732,  1815, 
1856,  1862,  1889,  2059,  2166,  2173,  2174,  2175,  2299,  2300,  2301,  2542,  2625, 
3118,  3220. 

Greece.     412,  2410,  2611. 

Group  Intelligence  Tests,  Derivation  and  Critical  Studies  of.  141,  339,  694,  695, 
696,  705,  745,  767,  801,  931,  1099,  1115,  1191,  1192,  1198.  1366,  1523,  1616, 
1620,  1776,  1907,  1992,  2024,  2041,  2071,  2118,  2135,  2247,  2248,  2249,  2250, 
2251,  2332,  2336,  2337,  2365,  2372,  2650,  2761,  2921,  2969,  3304,  3308,  3315, 
3318,  3634. 

Group  Intelligence  Tests,  Practical  Use  of.  45,  74,  127,  192,  285,  286,  289,  314, 
330,  331,  342,  451,  463,  466,  563,  569,  591,  592,  761,  779,  946,  965,  1154, 
1301,  1404,  1443,  1492,  1576,  1617,  1723,  1866,  1867,  2102,  2131,  2192,  2366, 
2390,  2404,  2428,  2453,  2457,  2460,  2503,  2560,  2561,  2563,  2761,  2872,  2881, 
2925,  2960,  2966,  2968,  2987,  3020,  3025,  3150,  3235,  3304,  3308,  3314,  3317, 
3634. 

Grouping  According  to  Ability.     See  Ability  Grouping. 

Guidance.  254,  790,  1354,  1380,  1402,  1436,  1440,  1443a,  1576,  1767,  1866,  1932,  2062, 
2146,  2205,  2327,  2392,  2433,  2435,  2794,  2803,  2843. 

Habits.    3200. 

Hall,  G.  S.    2398. 

Hampton  Institute.     1515,  2288. 

Hamtramck,   Mich.     3289. 

Handedness.     190,  813,  1544,  2266. 

Handwriting.  100,  810,  994,  997,  999,  1000,  1005,  1321,  1786,  2480,  2680,  2912, 
3152,  3153,  3154,  3155. 

Handwriting  Scales.    246,  949,  991,  1165,  1775,  1947,  1948,  1949,  2151,  2414,  2935. 

Harris,  W.  T.     130,  1203,  2506. 

Harvard  University.     171,  1378. 

Hawaii.    3609. 

Health.  See  Health,  Child;  Health,  School;  Health,  Community;  Teachers, 
Health   of;   also  other  divisions  of  subject. 

Health,  Child.     1067,  1132,  1385,  1844,  3171. 

Health,  Communit}^     3058. 

Health  Education.     See  Health,  School. 

Health,  EtYect  of  on  Mental  Activity.  1880,  2538. 

Health,  Aleasuremcnt  of.    2286,  3244. 

Health,  School.  91,  108,  155,  234,  398,  438,  553,  628,  884,  1052,  1292,  1356,  1360, 
1453,  1503,  1605,  1740,  2143,  2287,  2305,  2305a,  2443.  2536,  2613,  2685,  2719, 
2786,  2854,  3188,  3240,  3241,  3353.  3422,  3423,  3494,  3583. 

Heating.     1756. 

Hebrew  Education.     833,   1028,   1110,   19-14,  2887. 

Helvetius,  C.  A.    1177. 

Herbart.  J.  F.     3319. 

Herder,  J.  G.     57. 


Tex  Years  of  Educational  Research,  1918-1927  337 

Heredity  and  Environment.     53,  120,  401.  402,  403,  404,  406.  594.  641,  643,  908, 

1002,  1051,  1289.  1328,  1374,  1534,  1578,  1587,  1943,  1970,  2528,  2795,  2927, 

2958,  3138.  3202. 
Higher   Education.     118,   193,  206,  268,  294,  456,  483,  488,   574,  587,  892,  893, 

1197,  1207,  1262,  1320,  1455,  1464,  1480,  1495,  1577,  1592,  1738,  1889,  1950, 

1986,  2157,  2376,  2381,  2465,  2511,  2655,  2696,  2972,  2973,  3143,  3164,  3186, 

3199,  3325,  3328,  3329,  3399,  3454,  3534,  3540. 
History.     95,  170,  377,  1293,  1333,  1348,  1599,  1770,  1859,  1874,  1906,  2001,  2047, 

2112,  2239,  2328,  2441,  2577,  25&4,  3321. 
History  of  Education.     17,  54,   151,  184,  203,  301,  348,  409,  440.  480,  486,  682, 

683,  684,  697,  735,  786,  932,  1078,  1176,  1186,  1205,  1214,   1230,  1231,  1253, 

1262,  1291,  1486.  1487,  1566,  1643,   1644,  1S87,  1898,  1984,  2189,  2270,  2322, 

2416,  2469,  2470,  2594.  3388. 
History  Tests.    334,  729,  1981,  2565,  2568,  3045,  3048. 
Holland.     782. 
Home  Economics.     322,  444.  445,  446,  798,   1516,   1802,  2262,  2513,  2588,  2757, 

3004,  3171,  3173,  5417,  3426,  3455,  3518,  3614,  3631. 
Home  Economics  Tests.     1613,  2110. 
Home  Project  Work.     416,  586. 
Homogeneous  Grouping.    See  Ability  Grouping. 
Honor  Societies.     2933. 
Honors  Courses.    93. 
Hunger.    3065. 
Idaho.    1238,  1603. 
Illinois.    44,  195,  252,  359,  423,  851,  1102,  1172.  1173,  1227,  1304,  1426,  1884,  2066, 

2067,  2081,  2197,  2412,  2463,  2740,  2896,  3189,  3546. 
Illinois,  University  of.     1493. 
Illiteracy.     1308,  2824,  3531,  3542,  3590. 
Immigrants,  Education  of.     Sec  Americanization. 
Immigrants,  Intelligence  of.     213,  284,  894,   1546,   1626,  3317. 
Improvement  in  Service.     146,  640,  776,  873a,  990,  1550,  1998,  2595,  3180,  3418. 
Indebtedness.     549.  762.  766,  802,  826,  976,  1382,  3015,  3189. 
India.     &40,  2056,  2214,  2489,  3151. 
Indiana.     &4.  85,  246,  286,  413,  414,  415,  417,  529.  926,  1076,   1364.   1426,  1625, 

1846,  1972,  2018,  2230,  2231,  2232,  2465,  3369,  3527. 
Indiana  University.     1903,  2733,  2734,  3502. 
Indian  Territory.     144. 
Individual  Differences.     13,  116.  128,  285,  717,  1043,  1053,  1054,  1121,  1310,  1379, 

2152.  2312.  2560.  2885,  3116,  3150. 
Individual   Instruction.     272.   381,   564,   577.   640.    1058,    1611,    1673,    1845,    1850, 

2193,  2220,  2264,  2521,  2809,  2834.  3060,  3098,  3104,  3106,  3107,  3109,  3110, 

3111,  3112.  3113,  3115,  3116,  3117,  3361,  3385. 
Individual    Intelligence   Tests,    Derivation   and    Critical    Studies    of.      170a,    2>2>7, 

481,   789,   960,   1046,   1116,    1329,    1651,    1677,    1678,    1959,  2072,   2135,   2345, 

2349,  2350,  2406,  2545,  2790,  2855,  3305. 
Individual  Intelligence  Tests,  Practical  Use  of.     138,  562,  656,  979,  2390,  2609, 

2920.  2925,  2926.2996.  3144,  3146.  3150,  3194,3274.  3301,  3302,  3304,  3308,  3616. 
Industrial  Schools.     54,  183,  280,  809,  853,  1093,  1297,  1596,  3396. 
Industrial  Training.     See  Manual  Training;   Vocational  Education;   Industrial 

Schools. 
Industry,  Conditions  in.     36,  225,  391,  454,  552,  599,  791,  846,  1174,  1264,  1292a, 

1519,  1925,  2011,  2074,  2212,  2259,  2396,  2813,  2986,  3313,  3336,  3633. 
Instinct.     462. 

Insuring  School  Property.  1957,  3436. 
Intelligence.    2562,  2833,  3200. 


338  Bulletin-  No.  42 

Intelligence,  American.     119,  330,  1131,  1650,  2309,  3146. 

Intelligence,  Judging.     563,  965,  2758,  3129. 

Intelligence  of  American-born  Children  of  Foreign  Parentage.  See  American- 
born   Children   of   Foreign    Parentage,   Intelligence   of. 

Intelligence   of   Immigrants.     See   Immigrants,   Intelligence   of. 

Intelligence  of  Negroes.     See  Negroes,  Intelligence  of. 

Intelligence  Tests.  9,  10,  55,  56,  86,  124,  125,  135,  222,  267,  304,  320,  360,  403, 
469,  470,  522,  551,  589,  590,  592a,  618,  746,  765,  771,  779,  780,  792,  795, 
868,  893,  914,  998,  1003,  1026,  1027,  1071,  1117,  1135,  1136,  1163,  1167, 
1178,  1313,  1314,  1327,  1345,  1346,  1356,  1453,  1542,  1588,  1651,  1670,  1719, 
1760,  1762,  1929,  1933,  1969,  1993,  1996,  2071,  2111,  2135,  2310,  2331,  2333, 
2334,  2335,  2379,  2428,  2486,  2526,  2538,  2562,  2573,  2677,  2712,  2782,  2793, 
2833,  2901,  2922,  2999,  3000,  3002,  3052,  3057,  3084,  3086,  3087,  3089,  3164, 
3202,  3273,  3322,  3453,  3648. 

Intentions  and  Interests  of  Pupils.    21,  592,  665,  715,  760,  814,  978,  2807,  2953. 

Interests,  ^Measurement  of.    See  Social  Attitudes  and  Interests,  Measurement  of. 

Intermediate  School.     See  Junior  High  School. 

Iowa.  88,  353,  435,  628,  760,  762,  775,  988,  1158,  1160,  1161,  1350,  1386,  1406, 
1408,  1426,  1475,  1495,  1624,  2563,  2599,  2601,  3126. 

Iowa,  University  of.     1734,  2907. 

Italian.    624. 

Italy.     1848,  1901,  2055,  2788. 

Jamaica.    2056. 

Jamestown,  N.  Y.    3437. 

Janitorial  Service.    890,  1032,  2462. 

Japan.  20,  1357,  1918,  2057,  2626,  2905. 

Jesuit  Education.     See  Catholic  Education. 

Jews,  Intelligence  of.     575. 

Job  Analysis.  36,  223,  224,  225,  517,  536,  906,  1022,  1358,  1508,  1543,  1629,  1753, 
1754,  1925,  2144,  2209,  2669,  2875. 

Johns  Hopkins  University.     277. 

Joliet,  111.    2852. 

Journalism.     1721. 

Journals.  See  Periodicals. 

Judging  Intelligence.     See  Intelligence,  Judging. 

Junior  College.  162,  204,  902,  903,  971,  1015,  1438,  1524,  1597,  1661,  1662,  1663, 
1834,  1835,  2179,  2394,  2852,  3126,  3226,  3532. 

Junior  High  School.  52,  182,  325,  346,  375,  529,  557,  649,  713,  716,  717,  755, 
798,  860,  861,  915,  925,  933,  951,  1009,  1091,  1092,  1120,  1121,  1122,  1123,- 
1215,  1278,  1347,  1529,  1593a,  1656,  1658,  1710a,  1749,  1797,  1805,  1810,  1916, 
2074a,  2146,  2324,  2325,  2329,  2344,  2358.  2382,  2394,  2559,  2603,  2623,  2749, 
2763,  2779,  2781,  2798,  2812,  2817.  2831a,  2930,  2931,  2932,  2940,  2994,  2999, 
3014,  3150a,  3321,  3335,  3398,  3438,  3439,  3440,  3441,  3456,  3487,  3545,  3581, 
3593. 

Juvenile  Reading.    See  Children's  Reading.  J 

Kansas.     59,  1548,  2181,  2184,  2187,  2188,  2720,  3540.  " 

Kansas  State  Teachers  College.    3238. 

Kant,  Immaiuiel.     2989. 

Kentucky.     796,  1072,  1292,  2141,  3503. 

Kcnvon  College.    2755. 

Kindergarten  Education.  2,  139.  247,  399,  727,  966,  1106,  1117,  1522,  1593a,  1854, 
1862,  2198,  2944,  3041,  3042,  3043,  3044,  3075,  2>222,  3444,  3445. 

Knowledge  Possessed  by  Children.    See  Children's  Knowledge  and  Attitudes. 

Labor.    See  Child  Labor. 

Labor  and   Education.     .S>i'   Organized  Labor  and    Education. 


Tex  Years  of  Educatioxai.  Research,  1918-1927  339 

Laboratory  Method.     838. 

Lafayette  College.  37a. 

Land-Grant  Colleges.    58,  159,  261,  418,  1497,  1514,  1515,  1516,  2848,  3392. 

Language  and  Grammar.     518,  1803,  2684,  2849. 

Language  Tests.     See  English  Tests. 

Large  Cities,  Education  in.  754,  3046. 

Latin.     38,  354,   558,   731,   923,    1139,    1140,    1175,    1212,    1213,    1261,    1567,   2355, 

2497,  2631,  2743,  3245,  3297,  3362. 
Latin  Tests.     38,  354,  435,   558,   1465,   1704,  2227,  2228,  3149,  3261. 
Latvia.     913. 

Law.-    2444,  2445,  2446,  2447,  2448,  2449,  2450,  3446,  3603. 
Laws.     50,  58.  59,  82,  165,  180,  296,  341,  459,  600,  604,  862,  891,  927.  941,  1114, 

1219,  1240,  1307,  1336,  1351,  1392,  1393,  1394,  1395,  1398,  1399,  1400,  1406,  1456, 

1701,  1773,  1774,  1855,  1983,  2068,  2084,2230,  2231,  2278,  2328,  2613,  2645,  2670, 

2791,  2847,  2910,  2932,  3005,  3011,  3042,  3124,  3338,  3389,  3467,  3468,  3484, 

3532,  3592. 
Learning.     11,  73,  86,   166.   178,  194,  288,  290,  291,  502,  641,  688,  984,  989,   1013, 

103>,  1041,   1268,  1310,   1312,  1441,  1533,  1628,  1632,  1799,   1804,   1917,  2026, 

2177,  2293,  2303,  2307.  2308,  2311,  2407,  2408,  2491,  2494,  2562,  2631,  2760, 

2766,  2883.  2967,  3132,  3204,  3281. 
Legislation.     See  Laws. 
Length    of    Service.      See   Tenure. 
Length  of  Sessions.    See  Sessions,  Length  of. 
Length  of  Terms.    See  Terms,  Length  of. 
Lesson  Planning.     587,  2100. 
Letter  Writing.     See  Composition. 
Lexington,  Mass.,  State   Normal   School.     2295. 
Liberal  Arts  Work.     455,  1516,  1591,  2464,  2526,  2570,  2727,  2846. 
Liberalism.     1231. 

Libraries.     117,  167,  359,  493.  1216,  1654,  2402,  3470,  3528,  3612. 
Library  Schools.     2341,  2904. 
Lighting.    550,  993. 
Lincoln,  N.  C.     1422. 

Lincoln  School.     Sec  Cohimbia  Univeisity. 
Literature.     See  English. 

Local  Support.    44,  934,  1585,  1681,  2703,  3247,  3394,  3S32. 
Locke,  John.    687,  1923,  2934. 
Londcm.  1850.  . 

Lord  Brougham.     See  Brougham,  Lord,  Work  of. 
Los   Angeles.     270,  2884. 
Louisiana.     1242,  1484,  2156,  2738,  3435. 
Lunches,  School.     963,  1056. 
McGill  University.    1870. 
Malay  States.    2121. 
Mann,  Horace.    690. 
Manual  Training.     54,  76,  203,  283,  311,  567,  858,  2485,  2509,  2731,  2798,  2812, 

2876,  2902,  3172,  3434. 
Marks  and  Marking  Systems.     276,  666,  868,  1403,  2125,  2127,  2549,  2550,  2602, 

2716,  2770,  2784,  3205,  3227,  3238. 
Marvland.      1563,  3636. 
Massachusetts.     202,   592,   690,    1014,    1183,    1404,    1693,  2747,   2895,   3328,   3383, 

3492,  3530,  3553,  3554,  3555. 
Mathematics.    65,  316,  317,  318,  355,  557,  814,  1604,  1781,  2325,  2461,  2548,  2586, 

2628,  2636,  2637,  2639,  2702,  2725,  2978,  3366,  3412,  3416,  3469,  3519,  3520, 

3629. 


340  Bulletin  Xo.  42 

Mathematics  Tests.  1963,  2525,  2642,  2835,  3035. 

Maxwell,  W.  H.     1832. 

Measurement.  See  Achievement  Tests;  Intelligence  Tests;  also  names  of  sub- 
jects or  traits  measured. 

Alechanical  Ability  and  Interests  Tests.  53,  86,  1443a,  1869,  2805,  2806,  2984, 
2985,  3072. 

Medical   Education.     160,  569,  944,  2387,  3058,  3478,  3516. 

^ledical  Inspection.     See  Health,  School. 

Memor}'.    See  Association  and  ^Memory. 

Mennonite  Education.     1260. 

Mental  Growth  and  Activity.  138,  338,  576,  641,  704,  744,  770,  774,  794,-  1017, 
1068,  1069,  1070,  1284,  1293,  1370,  1450,  1518,  1526,  1627,  1813,  1905,  1921, 
2103,  2224,  2240,  2343,  2364,  2411,  2647,  2722,  2782,  2837,  2839,  2917,  2>27i. 

Metal  Trades.     1543. 

Methodist  Education.     2941. 

Methodist  Episcopal  Church  and  Education.     834,  2853. 

Alethods  of  Teaching.  '23,  39,  148,  524,  807,  845,  918,  980,  1113,  1221,  1281, 
1338,  1367,  1593,  1634,  1647,  1692,  1764,  2039,  2160,  2173,  2369,  2417,  2518, 
2541,  2718,  2816,  2908,  3055,  3056,  3093,  3095,  3132,  3215. 

Mexico.     1793. 

Michigan.  69,  214,  215,  862,  1426,  1487,  1945,  2003,  2008,  3256,  3257,  3258,  3259, 
3261,  3267,  3268,  3270,  3346. 

Alichigan,  University  of.     1243,  2385,  2682. 

Migration.  1251,  3326. 

Migration  of  College  Students.  See  Residence  and  Migration  of  College  Stu- 
dents. 

Military  Science.    501,  2425. 

Mill,  J.  S.     2493. 

Minneapolis.    3343. 

Minnesota.    573.  886,  1467,  1585,  1601,  2457,  2666,  2730,  2896,  3135,  3619. 

Alinnesota,  University  of.     1200,  1593. 

Missionarv  Education.     2015,  3143. 

Alississippi.     1484,  1485,  2155,  2242,  2244,  3124. 

Missouri.    583,  747,  970,  1075,  1548,  1715,  2918,  3402. 

Modern  Foreign  Language  Tests.    2835. 

Alontana.    45. 

Montessori,  Maria.     1203. 

Moral  Education.     See  Character  Education ;  Religious  Education. 

Motivation.    7i,  238,  246a,  585,  1463,  1741,  2323,  3054,  3094,  3300. 

Motor  Abilitv.    See  Motor  Coordination  and  Reaction. 

Motor  Coord'ination  and  Reaction.  1034,  1054,  1446,  1609,  1899,  2426,  2771,  3070, 
3079,  3142. 

Moving  Pictures,  Use  of  in  Education.    See  Visual  Education. 

Municipal  Universities.    852. 

Music.  182,  841,  842,  843,  907,  908,  912,  1430.  1646,  1682,  1684,  1822,  2634,  2659, 
2660,  2663.  2783  2795. 

Music  Tests.    315,  1055,  1337,  1683,  2099,  2400,  2661,  2796. 

National  University,  Movement  for.     504. 

Natural  Science.    662,  1368,  2059. 

Near  East.    2451. 

Nebraska.    2172,  3436,  3551. 

Nebraska,  University  of.    669. 

Negroes,  Achievement  of.    2273. 

Negroes,  Education  of.  612,  707,  911.  1132,  1515,  1539,  1991,  2155,  2288,  2619, 
2690,  2853,  3199,  3248. 


Ten  Years  of  Educational  Research,  1918-1927  341 

Negroes,  Intelligence  of.     1131,  1650,  2273,  2309,  2311,  3146. 

Neighborhood  Rating.     555,  2708. 

Neurotics.     2546. 

Nevada,  University  of.    800. 

New  Examination.     See  Examinations. 

New  England.     1176,  1858,  2105,  3296. 

Newfoundland.    400. 

New  Hampshire.     1693,  2079. 

New  Haven.    1066. 

New  Jersey.    180,  1240,  1693,  1781,  2895,  3250,  3272,  3430,  3539,  3561. 

New  Jersey,  College  of.    See  Princeton  University. 

New  Mexico.     118,  598. 

Newsboys.     1325. 

New-Type  Tests.    See  Examinations. 

New  York.  122a,  270a,  332a,  343,  343a,  366,  433,  464a,  538,  544,  611,  654,  655, 
844,  879a,  919,  927,  1078,  1194,  1202,  1233,  1351,  1383a,  1383b,  1452,  1552a, 
1562,  1675a,  1693,  1858,  1987,  2083,  2085,  2086,  2093,  2133,  2223,  2225,  2228, 
2305a,  2314,  2419,  2682a,  2845,  2862,  2895,  3282a,  3286a,  3286b. 

New  York  City.    833,  2409a,  3438. 

New  Zealand.     1849,  2056,  2973. 

Non-Intellectual  Traits.    See  Personality  and  Character ;  Emotions. 

Normal  Children.     138,  1103,  2686,  2980. 

Normal  Schools.  67,  90,  307,  408,  581,  900,  1010,  1026,  1209,  1218,  1323,  1336, 
1447,  1455,  1496,  1509,  1579,  1580,  1580a,  1863,  2003,  2098,  2172,  2285,  2295, 
2319,  2518,  2576,  2627,  2687,  2882,  2946,  3038,  3040,  3177,  3179,  3219,  3470. 

t    North  Carolina.    468,  599,  1512,  1633,  2076,  2154,  3368,  3414,  3471,  3504,  3587. 
North  Central  Association.    719,  2046. 
Northwestern  University.     3096. 
Norway.    66,  1506,  2701. 

Nursery  Schools.    See  Kindergarten  Education. 
Nurses,  School.     2534. 
Nursing.    262. 

Nursing  Education.     See  Aledical  Education. 
Oakland,  Calif.     778. 
Objectives.    40,  398,  630,  736,  933,  1009,  1124,  1180,  1182,  1228,  1229,  1466,  1647, 

2035,  2047,  2296,  2323,  2466,  2481,  2523,  2637,  2718,  2742,  2756,  2940,  2963, 

3130,  3358,  3372,  3375. 
Observation.     Sec  Practice  Teaching  and  Observation. 
Occupational  Efficiency.     1226,  1405,  2986. 
Occupational  Opportunities.     See  Industry,  Conditions  in. 
Ohio.    296,  383,  384,  1426,  1983,  2088,  2114,  2459,  2495,  2652,  3409,  3591. 
Ohio  State  University.     614,  1961. 
Ohio  Valley.     1230. 
Oklahoma.    206,  264,  2894,  3505. 
Old-Type  Tests.     See  Examinations. 
Oneida  County,  N.  Y.    460. 
Opposites  Tests.     See  Vocabulary  Tests. 
Oregon.    1738,  2413,  2414,  2810,  3370. 

Organization  of  Systems.    593,  864,  1029,  1206,  1259,  2256,  2732. 
Organized  Labor  and  Education.    698. 
Oswego  Movement.     742. 

Out-of-School  Activities  and  School  Work.    282. 
Palestine.     2056. 
Panama.     1793,  2060. 


342  Bulletin  No.  42 

Parents  and  Children.     1708,  3395. 

Parent-Teacher  Associations.    3133. 

Part-Time  Education.     226.  853,  1383a,  1490,  2282,  2409a,  2728,  2729,  2831,  3218, 

3339,  3395,  3482,  3483,  3484,  3510. 
Pasadena,  Calif.     1439. 
Passaic,  N.  J.    3490. 
Peace  Education.     1641. 

Pedagog}'.    See  Education,  College  Work  in. 
Pennsylvania.     151a,  458,  620.  748a,  802,  871,  &73a,  1187.  1187a,  1187b.  1201,  1580, 

1580a,  1614,  1615,  1617,  1618a,  1622,  1639a.  1693.  1750,  1778,  1897,  1999,  2116, 

2117,  2161,  2275a,  2496,  2497,  2498,  2552,  2645,  2681,  2876,  2915,  3020b,  3030, 

3032,  3271. 
Pensions.     Sec  Retirement  Systems. 
Periodicals.     730. 

Persistence  in  College.    See  Student  Persistence  in  College. 
Personality  and  Character.     304,  360.  522,  523,  1059,  1343,  1680,  1808,  1843,  2103, 

2218,  2423,  2502,  2515,  2787,  3301. 
Personality  and  Character,  Measurement  of.     437,  503,  514,  554,  725,  811,  812, 

1252,' 1256,  1257,  1369,  1389,  1440,  1507,   1736,   1762,  1843,  1890,  2218,  2347, 

2480,  2803,  3036,  3062,  3122. 
Personnel  Administration  for  Pupils.    See  Guidance. 
Personnel  Work.     Sec  Guidance. 
Pharmacy,  College  Work  in.     519,  2569. 
Philadelphia.     17^0a.  2074a.  2831a,  3150a. 
Philanthropy  in  Higher  Education.     Sec  College  Finances. 
Philippines.'  30,  469,  470,  484.  2014,  2015,  2107,  2245. 
Philosophy.    Sec  Theory'  and  Philosophy. 

Physical  Condition,  Effect  of  on  Achievement.     See  Health,  School. 
Physical  Directors.    Sec  Athletics. 
Physical  Education.     123,  155,  234,  265,  387,  628,  876,  1225,  1319,  1521,  1737,  2052, 

2131,  2425,  2478,  2627,  2685,  2792.  2811,  2847,  3193.  3242.  3243,  3538. 
Physical  Growth.     132,  744,  1070,  1105,  1375,  1518,  1763,  1905,  2257,  2364,  2722, 

2837,  2839. 
Physical  .Measurements.     132.  135.  137,  298,  305,  452,  479,  487,   1375,   1705.  1883, 

1929,  2364,  2406,  2530,  2531,  2561.  2793,  2922,  2926,  2980,  2996. 
Physics.    395,  838,  1095,  1431,  1432,  1462. 
Physics  Tests.    395,  450,  983,  1431,  1879a,  2S35,  2969,  3236. 
Pittsburgh.    3227,  3345. 

Placement  of  Teachers.    See  Teachers,  Selection  of. 
Plant,  School.     1063,  2863,  3348,  3424. 
Plato.     1033. 

Platoon  Schools.     161,  841.  2277,  2776,  277S. 
Play  and  Recreation.     2&2,  1016,  1083,  1225,  1276,  1277,  1726,   1727,  1977,  2012, 

2533,  2700,  2965,  3364,  3458,  3586. 
Playgrounds.    See  Play  and  Recreation, 
Poland.     112,  823,  836,  1028. 

Polish  National  Alliance  College.     2007.  ,i 

Porto  Rico.     2246,  3615.  * 

Port  Royalists.     151. 
Practical  Use  of  Intelligence  Tests.    Sec  Individual  Intelligence  Tests,  Practical 

Use  of;  Group  Intelligence  Tests,  Practical  Use  of. 
Practice,  Effect  of.     23S,  420,  660,  692,  989,   1053,  1099,   1401,   1953,  2312    2316, 

2411,  3265. 
Practice  Teaching  and  Observation.    67,  159,  436,  965,  969,  982    1114    114=^    1^4 
1946,  2399,  3172,  3191,  3292. 


Ten  Years  of  Educational  Research,  1918-1927  343 

Predicting  College  Enrolment.    5"^^  College  Enrolment. 

Prediction  of  Teaching  Success.    See  Teacher  Rating. 

Presbyterian  Education.     1330,  1466,  2492,  3339. 

Pre-School  Education.     See  Kindergarten  Education. 

Previous  Training  of  College  Students.  See  Ability,  Previous  Training,  and 
Status  of  College  Students. 

Prevocational  Education.     1108. 

Primarv  Education.  399.  787,  1453,  1593a,  1780.  1854,  2198,  2936,  2944,  3041,  3445. 
3447. 

Princeton  University.     1857,  3080. 

Principals.  174,  326,  570,  677,  711,  839,  872,  1085,  1659,  1660,  1783,  1819,  1823, 
1841,  2009,  2087,  2088,  2089,  2504,  2643,  3181,  3391,  3491,  3596,  3599,  3628. 

Principles  of  Education.     See  Theory  and  Philosophy  of  Education. 

Printing  Trade  and  Instruction.     1255. 

Private  Schools.     165,  579,  583,  1642,  1773.  1774,  1987,  2672,  3363. 

Professional  Ethics.     1691. 

Prognosis.  See  Guidance;  Educational  Guidance;  \'ocationaI  Guidance;  College 
Success,  Prediction  of. 

Programs  of  College  Students.    923,  1536,  1911. 

Programs,  Teachers'.    See  Teachers'  Loads  and  Programs. 

Progress  through  School.  13,  97,  639,  783,  988,  1546,  1828,  2018,  2149,  2197,  2432, 
3099,  3113,  3320a. 

Project  Method.  22,  497,  582,  681,  1162,  1570,  1593a,  1606,  1826,  2159,  2820,  3121, 
3459. 

Promotion.     See  Classification  and  Promotion  of  Pupils. 

Protestant  Education.     1718. 

Psychological  Tests.    See  Intelligence  Tests. 

Psychology.  139,  448,  449,  510,  595,  675,  679,  706,  810,  973,  992,  1016,  1048,  1089, 
1203,  1334,  1445,  1496,  1692,  1727,  1745,  1840,  1922,  1929,  2243,  2253,  2289, 
2297,  2363,  2424,  2452,  2472,  2686,  2774,  2797,  2959,  3055,  3093,  3190,  3278. 

Publishers.     2401. 

Publicity.    27,  31,  1035,  1344,  2128,  2477,  2983. 

Pupil  Accounting.     See  Child  Accounting. 

Pupil  Diagnosis  and  Remedial  Work.  370,  385,  427,  702,  917,  958.  1048a,  1050, 
1057,  1137,  1144,  1146,  1147,  1148,  1150,  1153,  1185,  1307a,  1489,  1584,  1673, 
1722a,  1779,  1811,  1879a,  1914,  1975,  1976,  2017,  2276,  2281,  2389,  2551,  2553a, 
2653,  2753;  2800,  2867,  3051,  3086,  3153,  3154,  3201,  3208,  3276,  3303a,  3310. 

Pupil  Self-Government.     See  Self-Government. 

Pupils'  Interests.     See  Intentions  and  Interests  of  Pupils. 

Purdue  University.    671,  1188,  1266.  1267,  2471,  2794,  3534. 

Purposes  of  Education.     See  Objectives. 

Quaker  Education.    203,  1633,  1962,  2608,  3271,  3272. 

Questioning.    2042. 

Radio  Education.     1097. 

Ranking  of  State  Systems.     See  State  Systems,  Ranking  of. 

Rate  of  Mental  Growth.    See  Mental  Growth  and  Activity. 

Rating  of  Buildings.     See  Buildings,  Rating  of. 

Rating  of  Teachers.    See  Teacher  Rating. 

Rating  of  Textbooks.     See  Textbooks,  Ratnig  of. 

Reading.  24,  25,  51,  211,  248,  340,  342,  369,  372,  424,  425,  426,  476,  653,  675,  785, 
793,  831,  1047,  1050,  1060,  1061,  1081,  1088,  1112,  1137,  1138,  1142,  1143,  1144, 
1146,  1149,  1150,  1151,  1152,  1153,  1232,  1241,  1286,  1316,  1340,  1342,  1343, 
1401,  1413,  1413a,  1417,  1419,  1451,  1558,  1559,  1672,  1786,  1936,  1975,  2134, 
2190,  2191,  2235,  2254,  2255,  2342,  2529,  2694,  2744,  2748,  2840,  2869,  2929 


344  Bulletin  No.  42 

2936,  2977,  2978,  3012,  3021,  3022,  3070,  3220,  3257,  3309,  3311.     See  Chil- 
dren's Reading  for  that  not  done  as  a  school  subject. 

Reading  Tests.    215,  393,  394,  653,  655,  761,  785,  848,  962,  1048a,  1141,  1147,  1148, 
1150,  1153,  1157,  1158,  1165,  1170,  1191,  1274,  1340,  1342,  1547,  1617,  1622, 
1768,   1779,  1949,  2024,  2027,  2041,  2367,  2520,  2549,  2617,  2716,  2911,  2935,       ^w 
3031,  3158,  3205,  3267,  3369,  3472.  * 

Recommendation  of  Teachers.     See  Selection  of  Teachers.  vhoi 

Records  and  Reports.    See  Child  Accounting. 

Recreation.    See  Play  and  Recreation. 

Recreational  Reading.    See  Children's  Reading.  xiet 

Registrars,  Work  of.    2222. 

Registration  in  College.    See  College  Registration.  '?aet 

Rehabilitation  Work.    664,  1864.  .  ko 

Religious  Education.  62,  63,  82,  83,  84,  85,  199,  207,  233,  259,  300,  306,  348,  525, 
615,  681,  689,  690,  707,  832,  901,  935,  1127,  1180,  1269,  1320,  1420,  1466,  1570, 
1595,  1640,  1690,  1724,  1789,  1790,  1831,  1897,  1898,  1922,  2101,  2108,  2297, 
2612,  2668,  2737,  2746,  2747,  2825,  2851,  2919,  2941,  3033,  3034,  3187,  3226. 

Remedial  W^ork.  See  Pupil  Diagnosis  and  Remedial  Work;  also  subject  in 
which  interested. 

Rensselaer  Polytechnic  Institute.     131. 

Reports.    See  Child  Accounting;  Publicity.  J|^ei 

Requirements  for  College  Degrees.     See  College  Degrees.  1 

Research.  32,  133,  327,  382,  507,  590,  652,  668a,  1129,  1474,  1533,  1555,  1592,  1671,  sen. 
1821,  2028,  2040,  2045,  2048,  2080,  2206,  2510,  2635,  2689,  2988,  3007,  3019,  xss 
3061,  3224,  3225,  3290. 

Research  Bureaus.    507,  1794,  1821,  1908,  2148,  2733,  2734,  3547.  je.x 

Research  Technique.    235,  702,  1113a,  1811,  1812,  2630,  3061.  jliv 

Residence  and  Aligration  of  College  Students.     3326.  JB 

Retardation  and  Acceleration.  176,  179,  740,  988,  1045,  1217,  1223,  1224,  1909, 
2197,  2702,  3006,  3111,  3192,  3346. 

Retirement  Systems.  788,  847,  1018,  1019,  1350,  2260,  2388,  2681,  2879,  3377,  3389,  ^  \xi 
3429,  3506,  3513,  3523,  3580,  3589,  3626.  kci 

Rhode  Island.    472,  473,  474,  475,  947.  j«i 

Rhode  Island  Normal  School.    661.  Joci 

Rochester,  N.  Y.    3441. 

Rochester,  University  of.    2547. 

Rousseau,  J.  J.     1033,  1203. 

Rural  High  Schools.  16,  465,  850,  919,  920,  921,  1227,  2183,  2187,  2507,  2572,  2610. 
2945,  3223.  J 

Rural  School  Finances.    See  Financial  Support  of  Rural  Schools.  ^ 

Rural  Schools.  94,  122a,  141,  256,  270a,  332,  353,  414,  433,  434,  453,  464a,  468, 
577,  603,  613,  663,  685,  722,  758,  &44,  95.5,  970,  1011,  1036,  1194,  1383a,  1383b, 
1399,  1423,  1506,  1511,  1512,  1552a,  1562,  1574,  1675a,  1698,  1699,  1702,  1877, 
1971,  1977,  2104,  2186,  2267,  2305a,  2340,  2429,  2468,  2474,  2495,  2688,  2752, 
2775,  3240,  3286a,  3286b,  3460,  3527,  3550. 

Rural  Teachers.    47,  408,  464,  465,  1485,  1614,  1615,  2116,  2673,  2676,  3551.  | 

Russia.     110,  1028,  1716,  2130. 

Rutgers  College.    763. 

Safety  Education.  75,  737,  1181,  1296,  1297,  1381,  2284,  2285,  2340,  2817,  2818, 
2819,  2870,  3169,  3176,  3197,  3198. 

St.  Cloud,  Minn.     1342. 

St.  Louis.     1550,  1551,  1552,  1560,  2577a. 

San  Francisco.     2259,  3251. 

San  Francisco  State  Teachers'  College.     3097,  3099. 


XVf 


Ten  Years  of  Educational  Research,  1918-1927  345 

Santa  Ana,  Calif.     1302. 

Scheubel,  Johann.    738. 

School  and  Community.     See  Community  and  School. 

School  Boards.     See  Boards  of  Education. 

School  Expenditures.     See  Finances. 

School  Lunches.     See  Lunches,  School. 

School  Nurses.     See  Nurses,  School. 

School  Plant.     2421. 

School  Reports.     See  Publicity. 

Science.  143.  186,  240,  439,  700,  701,  815,  816,  818,  951,  1096,  1098,  1111,  1119, 
1341,  1735,  1781,  1931,  1956,  2059,  2145,  2326,  2557,  3040,  3422,  3521,  3582. 

Scientists.     1349. 

Secondary  Education.  21,  34,  44,  123,  181,  195,  197,  295,  297,  327,  328,  423,  509, 
559,  560,  593,  607.  630,  631,  651,  652,  715,  720,  721.  726.  803,  807,  864,  906, 
915,  926,  1078,  1109,  1124,  1169a,  1176,  1227,  1272,  1322,  1365,  1436,  1452,  1473, 
1495,  1527,  1548,  1554,  1557.  1565,  1642,  1648,  1658,  1666,  1679,  1720,  1829, 
1878.  1941,  1965,  1984.  1986,  1987,  2047a,  2082,  2166.  2175,  2278,  2313.  2315, 
2395.  2437,  2496,  2504,  2505,  2523,  2543,  2572,  2610,  2740,  2836,  2850,  2938, 
2963.  2992,  3008.  3020b,  3023.  3139,  3183,  3225,  3347,  3358,  3376,  3388.  3413, 
3425,  3461,  3508,  3525,  3548,  357^. 

Selection  of  Teachers.    See  Teachers,  Selection  of. 

Self-Government.     1510,  2575,  3462. 

Sensationalism.     1177. 

Sessions.  Length  of.     3-147. 

Seven-Year  Elementary  Schools.     1484,  1563,  1893. 

Sex  Education.    867. 

Slavery.     1282. 

Slides,  Use  of.    See  Visual  Education. 

Small  Cities,  Administration  in.     750.  1030. 

Smith  College.    2665. 

Social  Attitudes  and  Interests,  Measurement  of.     1252. 

Social  Conditions  and  Problems.    955,  1353,  1471,  1511. 

Social  Sciences.    See  Social  Studies. 

Social  Studies.  732,  924,  925,  1317,  1332,  1538,  1561,  1934,  2046,  2065,  2574,  2589, 
2828,  3321. 

Social  Training.     See  Citizenship  Training. 

Socio-Economic  Status,  Measurement  of.     See  Neighborhood  Rating. 

SocioIog>'.    1334,  2065. 

South  Africa.    87.  275,  904,  922,  1785.  1877,  1878,  1879,  2056,  2754. 

South  America.     1712,  1793,  1896,  2015,  2054,  2060.  2132. 

South  Carolina.    230,  231,  680,  766.  2265,  2836,  2943,  3081. 

South  Dakota.    1525,  2306,  2362,  2896,  3387. 

South,  Education  in  the.    1642,  1643,  1644,  1951,  2315,  2676,  2894. 

Spain.     2058. 

Spanish.  379,  426,  1494a.  3537.  3584. 

Spanish  Tests.  380.  1220,  2835.  3236. 

Special  AbiUties  and  Aptitudes.  152.  178.  288,  502.  704,  769,  774,  1037,  1327,  1443a, 
1450,  1799,  2711,  2771,  2799,  3079,  3089,  3330. 

Special  Schools.  723,  743,  1414,  2090,  3591.  See  also  particular  types  of  schools. 

Speech  Tests.  2830. 

Speech  Training.  258,  389,  772,  1646,  1974,  2648,  2678.  2829. 

Spelling.  46.  64.  457.  1047,  1285,  1376,  1407,  1412,  1479,  1742,  1748,  1828,  1847, 
1927,  2981,  3252,  3260.  3264,  3266. 

Spelling  Tests.  78,  79,  80,  215.  220,  329.  877.  959,  1048a,  1847,  1949.  2085,  2150, 
2935,  3252,  3253,  3267,  3572. 


i 


346  Bulletin  No.  42 

Sport.  Sec  Athletics. 
Springfield,  111.  1244. 
State  Aid.     3,  44,  482,  938,  1433,  1585,  1601,  1681.  1701,  1703,  2076,  2079,  2092, 

2093,  2094,  2499,  2703,  2709,  2888,  2891,  2893,  3027,  3030,  3078,  3284,  3394, 

3436,  3442,  3532,  3533,  3591. 
State  Associations.     1133,  3081. 

State  Commissioners  of  Education.     Sec  State  Superintendents. 
State  Departments.     608,  686,  906,  916,  1564,  1966,  2456,  2641,  2679,  2707,  3008, 

3078,  3294,  3306,  3532.  J  "a 

State  Superintendents.     366,  686,  2458. 
State  Systems,  Ranking  of.     107,  474,  1454,  3333. 
Statistical  Methods.     27,  404,  595,  666.  759,  914,  957,  1038,  1167,  1345,  1390,  1391, 

1586,  1588,   1762.  1811,  2032,  2199;  2201,  2252,  2371,  2566,  2578,  2579,  2580, 

2712,  2914,  2970,  3000.  3195,  3237. 
Stenographic  Tests.     12,  1008.  1359,  1361,  2210,  2514. 
Student  Councils.     See  Self-Government. 
Student  Employment.    2873. 
Student  Persistence  in  College.     2907. 
Student  Success  in  College.     185,  276,  293,  917,  1188,  1324,  1670,  1717,  1866,  1939, 

1940,   1985,  2211,  2368,  2370.  2374.  2378,  2171,  2503,  2537,  2624,  2629,  2662, 

2827,  2946.  3279,  3316. 
.Student  Teaching.     Sec  Practice  Teaching  and  Observation. 
Study,  Technique  of.     292,  293,  430,  667,  668,  679,  1060,  1086,  1111,  1143,  1536, 

1804,  2049,  2988,  3147,  3309,  3311. 
Subject-Matter  Tests.     See  Achievement  Tests;  also  the  various  subjects. 
Subnormal  Children.     128,  278,  281,  350,  584,  724,  1064,  1065,  1103,  1226,  1371, 

1501,  1531,   1532,  1696,  1969,  1996,  2075,  2279,  2347.  2351,  2380,  2686,  2697, 

2866,  2908,  2980,  3047,  3082,  3085,  3170,  3204,  3246,  3277,  3346,  3571. 
Substitute  Teachers.    596. 

Summer  Sessions.     90,  423,  870,  880,  1549.  3127.  ^Pacl 

Superintendents.     104,  494,  804,  1195.  1842,  1942,  2084.  2710.  flacl 

Superior  Children.     See  Gifted  Children. 
Supervised  Study.    361,  363,  808,  1290,  1989,  2455,  3607. 
Supervision.    48,  99,  156,  157,  158,  202,  266.  343,  343a.  361,  372.  414,  443,  540,  601, 

659,  839,  1042,  1088,  1640.  1648,  1818,  1823,  1924,  2139,  2176,  2180,  2339,  2356, 

2688,  2693,  2775,  3020b,  3182,  3222,  3295,  3500,  3628. 
Supplies.    2913.  Y 

Supply  and  Demand  of  Teachers.    See  Teachers,  Supply  and  Demand  of. 
Survey  Tests.     See  General  Survey  Tests. 
Surveys.    47,  83,  113,  122a,  129,  20l',  263,  270a,  302.  332a,  333,  343a,  433,  439,  464a, 

472,  473.  574,  634,  647,  778,  844.  919,  936,  937,  943,  945,   1138,   1194,   1199, 

1225,    1238,    1244,    1247,    1249,    1383a,    1383b,    1422,    1504.    1505,    1519.    1548,    i 

1552a,    1554,    1562,    1580a,    1675a,    1676.    1686,    1722.    1893,   2003,   2004.  2014,    '. 

2105,  2129,  2163,  2164.  2187,  2242,  2244,  2262,  2305a,  2338,  2403,  2465,  2485, 

2656,  2657.  2682a,  2720,  2826,  2S57.  2863,  2892,  3117,  3173,  3282a,  32S?,  3286a, 

3286b,  3287,  3287a,  3289,  3292.  3325.  3383,  3384.  3386.  3387,  3402,  3501,  3502, 

3503,  3504,  3505,  3527,  3540,  3541.  3574,  3575,  3576,  3609,  3610,  3644,  3649. 
Sweden.    216,  295,  3160. 
Switzerland.     539,  1265,  2291. 
Taxation.     1884,  2463. 

Taxes,  Cost  of  Collecting.     See  Collecting  Taxes,  Cost  of.  j 

Teacherages.    2106. 
Teacher  Participation  in  Administration.     1653. 


4i 


ad 


Tern' 


h.. 


lea. 


'r*jitii 


Ten  Years  of  Educational  Research,  1918-1927  347 

Teacher  Rating.     146,   172,  287,  371,  471,  635,  644,  659,   1335,  1386,   1488,   1500, 

1618,  1645,  1819,  2043,  2558,  2768,  2911,  3063,  3178,  3210,  3213,  3374,  3526. 
Teacher  Tenure.     180,  250,  492,  556,  879a,  1455,  1456,  1457,  1458,  1459,  3174,  3338, 

3349,  3371,  3374,  3481,  3526,  3592,  3613,  3617,  3621. 
Teacher  Training,  General  Status  of.     62,  65,  122a,  259,  408,  573,  611,  732,  796, 

832,  876,  928,  980,  1120,  1134,  1196,  1211,  1331,  1384,  1498,  1528,  1535,  1715, 

1755,   1960,   1979,  1988,  2114,  2124,  2154,  2265,  2376,  2508,  2633,  2738,  2764, 

2802,  2915,  3019,  3167,  3306,  3350,  3373,  3509,  3532,  3618. 
Teacher  Training  in  High  Schools.    464,  573,  3619. 
Teachers  Attending  College.     1197. 
Teachers'  Attitudes.     1239,  1295. 
Teachers'  Colleges.     See  Normal  Schools. 
Teachers'  Councils.    2234. 

Teachers'  Estimates  of  Intelligence.    See  Intelligence,  Judging. 
Teachers'  Faults.     588,  964. 
Teachers,  General  Status  of.     47,  50,   122a,  489,  622,  712,  990,   1694,   1747,   1781, 

2911,  3399,  3509,  3514,  3559,  3623,  3632. 
Teachers,  Health  of.    477,  2535. 
Teachers'  Institutes.     1782,  2552,  2553. 
Teachers'   Loads  and   Programs.     362,   1179,   1288,   1623,   1655,   1863,  2156,  2181, 

2275,  2397,  3107,  3181,  3269,  3627. 
Teachers'  Marks.     See  Marks  and  Alarking  Systems. 
Teachers'  Qualifications.     781,  825,  939,  967,  2673,  2675,  3177,  3608. 
Teachers'  Salaries.    70,  174,  458,  543,  751,  899,  1160,  1179,  1439,  1485,  1579,  1695, 

1839,  2002,  2170,  2171,  2184,  3026,  3232,  3381,  3401,  3421,  3432,  3463,  3473, 

3477,  3488,  3495,  3507,  3514,  3526,  3530,  3552,  3553,  3554,  3555,  3556,  3557, 

3558,  3578,  3579,  3585,  3606,  3622,  3624,  3625,  3626. 
Teachers,  Selection  of.     236,  680,  1120,  1550,  1739,  1932,  2695,  2759,  2975,  3073, 

3608. 
Teachers.  Supply  and  Demand  of.    208,  383,  873a,  1639a,  1699,  2802. 
Teaching  Loads.     See  Teachers'  Loads  and  Programs. 
Teaching  Alethods.    See  ^Methods  of  Teaching. 
Technique  of  Study.    See  Study,  Technique  of. 
Tennessee.    566,  954,  2523,  2894. 
Terminology  of  Research.    See  Research. 
Terms,  Length  of.    621,  2186,  3569. 
Texas.     167,  256,  333,  574,  722,  849,  936,  937,  1010,  1035,  1073,  1138,  1504,  1519, 

1554,  1676,  1718,  1836,  1893,  2163,  2164,  2262,  2338,  3284,  3285,  3287,  3287a, 

3542. 
Texas,  University  of.    2453. 
Textbooks.     1208,  2001,  2834,  2954,  2973a,  3570. 
Textbooks,  Rating  of.     51,  211,  457,  974,  986,  1208,  1417,  1801,  1938,  2255,  2375, 

2699,  2780. 
Theological  Schools.     See  Religious  Education. 
Theory  and   Philosophy.     528,  534,   537,  687,   1024,   1033,   1177,   1445,   1448,   1610, 

1766,  1767,  1926,  1978,  2479,  2493,  2635,  2785,  2934. 
Thorndike,  E,  L.    1445,  2221. 

Time  Allotments,  Subject.    68,  97,  98,  105,  1091,  1688,  3268,  3406. 
Tobacco,  Effect  of  on  Mental  Efficiency.     1442,  2240. 
Trade  Tests.    See  Mechanical  Interest  and  Ability  Tests. 
Trade  Tests.     See  Vocational  Guidance. 
Traditional  Examinations.     See  Examinations. 
Training  in  Etiquet.    See  Etiquet,  Training  rn. 


348  Bulletin  No.  42 

Training  in  Service.     Sec  Improvement  in  Service. 

Training  Possessed  bv  Teachers.     405,  465,  628,  732,  924,  939,  1197,  1467,   1468, 

1475,  1488,  1614,  1667,  1715,  1998,  2000,  2156,  2181,  2673,  2738,  2810,  2878, 

3167,  3350,  3440,  3604,  3620. 
Transfer  of  Training.    64,  253,  1125,  2221,  3166. 
Transients.     See  Aligration. 
Transportation  of   Pupils.     4,  5,  7,  188,  232,  411,   1039,  2233,  2666,  2692,  2745, 

2886. 
Trigonometry.    3520. 
Twins.     1649,  1707,  1970,  2906. 
Typewriting.     12,  166,  869,  1361,  2290. 
Typewriting  Tests.     See  Stenographic  Tests. 
Unit  Costs.     415,  734,  1169,  1304,  1387,  1388,  1569,  1725,  2123,  2317,  2318,  2319, 

2329,  2397,  2815,  2828,  3184,  3439,  3485. 
United  States  Bureau  of  Education.    608,  1876,  2320,  2726,  2791. 
University  Extension.    77,  243,  244,  1210,  1636,  1999,  2275,  3320. 

University  of  .     See  name  of  university. 

Urban  Education.    Sec  Large  Cities,  Education  in. 

Utah.    647,  2402,  2761,  3610. 

Vacations.    2162,  2263. 

Ventilation.     1756,  1757,  1758,  1860,  3228,  3529. 

Vermont.     1693,  2802,  3550. 

Vincent,  J.  H.    689. 

Virginia.    358,  593,  1019,  1036,  1199,  1249,  1871,  2752,  3145,  3573,  3635,  3637. 

Virginia,  University  of.    367. 

Visiting  Nurses.    See  Nurses,  School. 

Visiting  Teachers.     1094,  2219. 

Visual  Defectives,  Education  of.     228,  1004,  1274,   1275,  1483,   1936,   1937,  2415, 

2620,  2871. 
Visual  Education.     728,  828,  829,  996,  1001,   1168,   1377,   1494,  1820,  2136,  2302, 

2598,  2691,  2715,  3131,  3464. 
Vives,  J.  L.    706. 
Vocabulary.     46,  356,  617,   1049,   1401,   1409,   1411,   1419,   1478,   1600,  2741,  2743, 

2773,  2956,  2974. 
Vocabulary  Tests.    239,  673,  1170,  1478,  1952,  2027,  2520,  3298. 
Vocational  Education.     126,  175,  204,  260,  312,  417,  703,  844,  854,  911a,  937,  1128, 

1164,  1265,  1296,  1365,  1383,  1490,  1499,  1596,  1697,  1703,  1755,   1990,  2011, 

2091,  2105,  2115,  2283,  2326,  2516,  2521,  2524,  2619,  2690,  2730,  2731,  3037. 

3251,  3295,  3328,  3434,  3465,  3614,  3636,  3637. 
Vocational  Education  for  Soldiers  and  Sailors.     See  Rehabilitation. 
Vocational  Guidance.     9,  15,  37,  127,  173,  185,  237,  320,  321,  463,  508,  693,  854, 

855,  856,  857,  1008,  1010,  1025,  1107,  1128,  1204,  1243,  1245,  1258,  1264,  1292a,    I 

1363,  1443,  1573,  1584a,  1630,  1631,  1670,  1711,  1790,  1935,  2062,  2120,  2212, 

2229,  2267,  2390,  2391,  2532,  2604,  2807,  2844,  2966,  2971,  2985,  3003,  3068, 

3123,  3351,  3466,  3638. 
War  and  Education.    741,  1652,  1769,  2272,  2789,  3640. 
Washington  (State).     149,  1667,  1738,  3005,  3252,  3253. 
Washington  University.    567. 
Washington,  University  of.     1655,  2503. 
Washtcnau  County,  Alich.    2654. 
Weld  County,  Colo.     1287,  1722. 
Wesley,  John.    2386. 
Westchester  County,  N.  Y.    2090,  2670. 
Western  Reserve  University.    3479. 


Ten  Years  of  Educational  Research,  1918-1927 


349 


West  Virginia.    491,  955,  1720,  2507,  3248,  3407. 

Will.     See  Emotions. 

Wilmington,  Del.     3434. 

Winnetka,  111.    3104,  3105,  3108,  3111,  3112,  3113,  3117. 

W'innctka  Plan.     Sec  Individual  Instruction,  Winnetka. 

Winona,  Minn.     2129. 

Wisconsin.    28,  47,  556,  938,  940,  943,  975,  1382,  1426,  1681,  1971,  2881,  3649. 

Wisconsin,  University  of.     1988,  2409. 

Women,  Education  of.    254,  1732,  1751,  1858,  2918,  3047,  3159,  3452. 

Women's  Colleges.    254,  739,  865,  2519,  2526,  2527. 

Work  of  Registrars.    Sec  Registrars,  Work  of. 

Writing.    See  Handwriting. 

Young  Alen's  Christian  Association.     193,  1204. 

Zinzendorf,  L.  N.  von.     1978. 


CHAPTER  IV 

LIST  OF  DOCTORS  OF  PHILOSOPHY  IN  EDUCATION 
BY  INSTITUTIONS,  1918-27 

The  titles  of  the  theses  submitted  in  partial  fulhlment  of  the  re- 
quirements for  the  doctor's  degree  in  education  may  be  found  in  the 
alphabetical  list  of  reports  of  educational  research  and  related  mate- 
rials beginning  on  page  153. 

In  the  following  list  of  doctors  of  philosophy  in  education,  the 
arabic  numerals  in  parentheses  after  the  names  of  the  institutions 
give  the  number  of  degrees  conferred  during  the  period  1918-27  in- 
clusive.   For  a  tabulation  by  years,  see  Table  I,  page  47. 

Boston  College  (1) 
Kennedy,  W.  H.  J.,  1925 

Boston  University  (5) 

Cheverton,  C.  P.,  1918  Kao,  F.  S.,  1923 

Fiske,  D.  G.  W.,  1919  Linehan,  \V.  F.,  1927 

Hawkes,  F.  P.,  1927 

Brown  University  (8) 

Allen,  R.  D.,  1921  PHnt,  E.  M.,  1922 

Bird,  G.  E.,  1918  Liao,  S.  C,  1921 

Crosby,  P.  R.,  1926  AlacPhail,  A.  H.,  1923 

Dealey,  H.  L.,  1918  .  Wood,  H.  D.,  1925 


Bryn  Mawr  College  (1) 


Neterer,  I.  M.,  1923 


i 


University  of  California  (42) 

*Adams,  F.  J.,  1928  Groves,  T.  \\'.,  1923 

Allen,  C.  B.,  1927  Hamilton,  A.  J..  1927 

Alltucker,  M.  M.,  1922  Horn,  J.  L..  1923 

Bennett,  G.  V..  1926  Horridge,  F,  1925 

Bennion,  A.  S.,  1924  Hughes,  VV.  H.,  1927 

Berry,  R.  E.,  1924  Hull,  O.  R.,  1926 

*Bush,  R.  H.,  1928  Hunter,  F.  M.,  1925 

Cairns.  L.,  1926  Kyte,  G.  C.  1922 

Cole,  E.  L.,  1926  *Lcwis,  M.  S.,  1928 

Covvles.  L.  E..  1927  Massev,  H.  N.,  1922 

*Dav,  T.  P.,  1928  Nanninga.  S.  P.,  1926 

Ebv,  H.  L.,  1923  Nyswander,  D.  B.,  1926 

Fosdick,  A.  M.,  1922  Patty,  W.  W.,  1926 

French,  R.  S.,  1920  Peterson,  L.  H..  1923 


'Degree  conferred  in   192S. 


350 


I 


Ten  Years  of  Educational  Research,  1918-1927 


351 


Rector,  W.  G.,  1923 
Rowell,  P.  E.,  1922 
Rutledge,  R.  E.,  1926 
Stone,  W.  H.,  1924 
Tenney,  E.  V.,  1927 
Valentine,  P.  P.,  1927 
Walker,  J.  P.,  1924 


Washburne,  C.  W.,  1922 
Westcott,  R.  H.,  1923 
Wiley,  R.  B.,  1927 
Wilkinson,  W.  J.,  1927 
Woodward,  H.  M.,  1921 
Worlton,  J.  T.,  1926 
Yates,  D.  M.  H.,  1921 


Carnegie  Institute  of  Technology  (1) 
Moore,  B.  V.,  1920 


Catholic  University  of  America  (28) 


Antonia,  Sister  M.,  1926 
Archdeacon,  J.  P.,  1927 
Callixta,  Sister  M.,  1926 
Cassidy,  P.  P.,  1924 
Cote,  A.  B.,  1927 
Cronin,  J.  T.,  1927 
Daly,  W.  A.,  1924 
Poran,  T.  G.,  1926 
Hamill,  J.  E.,  1922 
Hubbell,  L.  G.,  1924 
Jeanette,  Sister  M.,  1918 
Johnson,  George,  1919 
Keavcny,  Leo,  1922 
Kopf-Seitz,  Carola,  1926 


Kuntz,  L.  P.,  1927 
Larkin,  T.  E.,  1918 
McLean,  D.  A.,  1923 
McDonald,  L.  P.,  1927 
Mahoncy,  R.  H.,  1922 
Mary  Alma,  Sister,  1921 
Mary  Louis,  Sister,  1924 
Mary  Louise,  Sister,  1920 
Paschang,  J.  L.,  1927 
Pia,  Sister  M.,  1924 
Rooney,  J.  R.,  1926 
Schuetz,  John,  1918 
Solnitzky,  Othmar,  1920 
Thibeau,  P.  W.,  1922 


University  of  Chicago  (59) 


i 


Althaus,  C.  B.,  1927 
Anderson,  E.  J.,  1924 
Andrews,  W.  H.,  1923 
Bennett,  H.  E.,  1925 
Blanch,  L.  E.,  1923 
Bossing,  N.  L.,  1925 
Breslich,  E.  R.,  1926 
Brooks,  T.  D.,  1921 
Brownell,  W.  A.,  1926 
Burruss,  J.  A.,  1921 
Burton,  W.  H.,  1924 
Buswell,  G.  T.,  1920 
Carter,  T.  M.,  1923 
Gavins,  L.  V.,  1924 
Crawford,  C.  C,  1924 
Edmondson,  T.  B.,  1925 
Gilliland,  A.  R.,  1922 
Good,  C.  v.,  1925 
Guiler,  W.  S.,  1923 
Harrington,  F.  B.,  1921 
Henry,  N.  B.,  1923 
Hogan,  R.  M.,  1927 
Holzinger,  K.  ].,  1922 
Johnson,  R.  I.,  1923 


Johnson,  W.  H.,  1923 
Lazerte,  M.  E.,  1927 
Lehman,  H.  C,  1925 
Loh.,  S.  L.,  1922 
McClusky,  P.  D.,  1922 
McElhannon,  T.  C,  1926 
McCuckcn,  W.  T.,  1927 
Nutt,  H.  W.,  1923 
Otomo,  S.,  1924 
Pendleton,  C.  S.,  1921 
Rainey,  H.  P.,  1924 
Reavis,  W.  C,  1925 
Reeder,  W.  G.,  1921 
Reeves,  F.  W.,  1925 
Reinoehl,  C.  M.,  1920 
Richardson,  W.  L.,  1919 
Russell,  C.  P.,  1923 
Scates,  D.  E.,  1926 
Schutte,  T.  H.,  1923 
Smith,  L.  W.,  1919 
Stormzand,  M.  J.,  1920 
Stout,  T.  E.,  1918 
Tanner.  V.  L,  1922 
Terry,  P.  W.,  1920 


352 


Bulletin  No.  42 


Thompson,  C.  H.,  1925 
Tingelstad,  O.  A.,  1925 
Tubbs,  E.  v.,  1924 
Tyler,  R.  W.,  1927 
Uhl,  W.  L.,  1921 
Vaughn,  J.,  1927 


Wager,  R.  E.,  1922 
Weathersby,  W.  H,  1919 
West,  P.  v.,  1922 
Wiliett,  G.  W.,  1923 
Wood,  E.  R.,  1923 


University  of  Cincinnati  (5) 


Hendrickson,  G.,  1927 
Lindsley,  C.  B.,  1926 
Mary  Carmel,  Sister,  1925 


Yeuell,  G.  H.,  1927 
Zeiders,  C.  E,  1925 


Clark  University  (7) 


Andress,  J.  M,  1919 
Coe,  G.  A.,  1922 
Freeland,  G.  E.,  1920 
Richmond,  Winifred,  1919 


Ridgley,  D.  C,  1925 
Rikimaru,  J.,  1923 
Sprowls,  J.  W.,  1919 


Cornell  University  (12) 


Baldwin,  R.  D.,  1926 
Bayne,  T.  L.,  1926 
Blanton,  A.  W.,  1927 
Fugh,  P.  C,  1924 
Kehr,  M.  W.,  1920 
Lathrop,  F.  W.,  1922 


Nelson,  M.  G.,  1926 
Reaman,  G.  E.,  1920 
*Sexauer,  T.  E..  1928 
Steere,  H.  J..  1927 
Wakeman,  S.,  1922 
Woodward,  C.  R.,  1926 


University  of  Denver  (1) 


Shuck,  M.  E,  1919 


George  Peabody  College  for  Te.-\chers  (51) 


Adams,  C.  L.,  1927 
Atkinson,  W.  R.,  1927 
Barnett,  Albert,  1926 
Bourne,  W.  R.,  1923 
Boynton,  P.  L.,  1927 
Collier,  C.  B.,  1926 
Collins,  E.  A.,  1926 
Crabb,  A.  L.,  1925 
Cuff,  N.  B.,  1927 
Dawson,  H.  A.,  1926 
Donovan,  H.  L.,  1925 
Falls.  J.  D.,  1926 
Garris,  E.  W.,  1926 
Garrison,  K.  C,  1927 
Garrison,  S.  C,  1919 
Golightly,  T.  J.,  1926 
Graham,  J.  L.,  1927 
Grant,  J.  R.,  1925 
Grise.  F.  C,  1924 
Hedrick,  C.  E.,  1927 


Hillman,  J.  E.,  1924 
Ivy,  H.  M.,  1922 
Jarrett,  R.  J.,  1927 
Judd,  C.  D.,  1919 
Leiper,  M.  A.,  1926 
Lowrey,  R.  G.,  1927 
McClure,  C.  H,  1926 
Mallory,  J.  N.,  1922 
Manchester,  Paul,  1927 
Aleadows,  J.  C,  1927 
Meadows,  T.  B.,  1923 
]Mitchell,  M.  R.,  1926 
Napier,  T.  H.,  1926 
Parkinson,  B.  L.,  1926 
Patrick,  Wellington,  1926 
Phelps,  Shchon,  1919 
ReBarker,  Herbert,  1926 
Robertson,  M.  S.,  1925 
Robinson,  J.  R.,  1927 
Roemer,  Joseph,  1919 


ri 


Ten  Years  of  Educational  Research,  1918-1927 


353 


Shankle,  G.  E.,  1926 
Sharp,  L.  A.,  1919 
Sherrod,  C.  C,  1924 
Shreve,  Francis,  1921 
Sisk,  T.  K.,  1925 
Smith,  N.  A.,  1924 


Storm,  A.  V.,  1919 
Terrell,  R.  P.,  1926 
Weaver,  C.  P.,  1922 
Webb,  H.  A.,  1920 
Zeigel,  W.  H.,  1924 


George  Washington  University  (11) 


Barrows,  H.  P.,  1919 
Garber,  J.  A.,  1920 
Greenleaf,  W.  J.,  1922 
John,  W.  C,  1918 
Muerman,  J.  C.,  1922 
O'Rourke,  L.  J.,  1922 


Phillips,  F.  M.,  1919 
Ryan,  W.  C,  1918 
Salisbury,  E.  G.,  1920 
Sargent.  H.  O.,  1926 
Shinn,  E.  H.,  1923 


Harvard  University  (77) 


4 


Armentrout,  W.  D.,  1926 
Beatley,  B.,  1923 
Benner,  T.  E.,  1923 
Berry,  E.,  1925 
Blake,  M.  B.,  1925 
Bridge,  S.  H.,  1923 
Burlingame,  F.  M.,  1926 
Carmichael,  L.,  1924 
Cattell,  P.,  1927 
Chapman,  A.  D.  E.,  1922 
Ch'u,  Shih-Ying,  1926 
Churchill,  E.  A.,  1924 
Combs,  M.  L.,  1927 
Cummings,  L.  O.,  1921 
Davis,  D.  G.,  1927 
Davis,  G.  P.,  1926 
Dewey,  G.,  1926 
Dexter,  W.  P.,  1921 
Doermann,  H.  J.,  1925 
Dudley,  L.  L.,  1927 
Elwell,  A.  P.,  1925 
Estabrooks,  G.  H.,  1926 
Pick,  AT.  L.,  1924 
Flinner,  L  A.,  1926 
Freeman,  P.  S.,  1926 
Pronabarger,  B.  P.,  1926 
Gait,  H.  S.,  1927 
Gerrv,  H.  L.,  1923 
Glueck,  E.  T.,  1925 
Gove,  P.  S.,  1924 
Hall,  S.  B.,  1926 
Hershey,  C.  B.,  1923 
Hodges,  W.  T.,  1925 
Hodgkinson,  L.  M.,  1922 
Holl,  R.  C,  1921 
Hopkins,  L.  T.,  1922 


Humphrey,  George,  1920 
Jacobs,  R.  L.,  1926 
Taqua,  E.  T.,  1919 
Kelly,  R.  W.,  1919 
Kreager,  F.  O.,  1925 
Lancaster,  C.  P.,  1923 
Latshaw,  H.  P.,  1925 
Lincoln,  E.  A.,  1924 
Livingood,  P.  G.,  1925 
McCracken,  T.  C,  1918 
Macdonald,  N.  C,  1921 
Alanahan,   T.  L.,  1918 
Marvin,  C.  H.,  1919 
Alathiasen,  O.  P.,  1927 
Maverick,  L.  A.,  1925 
Meier,  W.  H.  D.,  1919 
Michell,  P.,  1926 
Mosher,  E.  R.,  1923 
Alurphy,  W.  M.,  1923 
Noble,  M.  C.  S.,  1924 
Partch,  C.  E.,  1926 
Payne,  A.  P.,  1923 
Prescott,  D.  A.,  1923 
Price,  R.  R.,  1923 
Purdom,  J.  L.,  1918 
Reed,  C.  A.,  1921 
Rice,  G.  A.,  1925 
Robinson,  G.  C,  1918 
Shaw,  E.  A.,  1918 
Small,  C.  R.,  1925 
Smith,  C.  W.,  1927 
Spaulding,  F.  T.,  1926 
Stephens,  S.  D.,  1927 
Stoke,  S.  U.,  1926 
Tuller,  A.  L.,  1920 
Walter,  R.  W^,  1926 


354 


Bulletin  No.  42 


Weill,  B.,  1927 
Wentworth,  M.  M.,  1924 
Westbrook,  C.  H.,  1920 


Works,  G.  A.,  1925 
Wright,  F.  L.,  1925 


University  of  Illinois  (13) 


Broyles,  W.  A.,  1925 
Capps,  A.  G.,  1921 
Dolch,  E.  W.,  1925 
Glick,  H.  N.,  1924 
Greene,  J.  H..  1920 
Knudsen,  C.  W.,  1927 
McKinney,  H.  T.,  1921 


Nolan,  A.  W.,  1924 
O'Brien,  J.  A.,  1920 
Odell,  C.  W.,  1922 
Reinhardt,  Emma,  1927 
Stevenson,  J.  A.,  1918 
Weber,  O.  P.,  1926 


Indiana  Univermtv  (7) 


Adams,  T.  E.,  1925 
Halnon,  W.,  1925 
Mcintosh,  D.  C,  1924 
Marshall,  H.  W.,  1927 


Mull,  L.  B.,  1926 
Shannon,  J.  R.,  1927 
Wvckoff,  R.  T.,  1927 


State  University  of  Iowa  (69) 


Alderman,  G.  H.,  1920 
Andersen,  W.  N.,  1918 
Anderson,  H.  W.,  1925 
Archer,  C.  P.,  1927 
Ashbaugh,  E.  J.,  1919 
Bane,  C.  L.,  1924 
Bassett,  B.  B.,  1918     . 
Bathurst,  T.  E.,  1926 
Benz,  H.  E.,  1927 
Bishop,  Omen,  1924 
Blackstone,  E.  G.,  1926 
Brueckner,  L.  J.,  1919 
Burgess,  T.  O.,  1926 
Camp,  H.  L.,  1921 
Carmichael,  A.  M.,  1927 
Charles,  J.  W.,  1926 
Cordts,  A.  D.,  1925 
Cushman,  C.  L.,  1927 
DeGraff,  M.  H.,  1925 
Del  Alanzo,  M.  C,  1924 
Franzen,  C.  G.  F.,  1920 
Freden,  Gustaf,  1927 
*Fritz,  R.  A.,  1928 
Germane,  C.  E.,  1920 
Goetch,  E.  W.,  1925 
Gordon,  W.  E.,  1926 
Greene,  H.  A.,  1919 
Gregory,  C.  A.,  1920 
Gribble,  S.  C,  1925 
Hansen,  E.  A.,  1925 
Hayes,  M.  C,  1927 
Hilliard,  G.  H.,  1922 


Hines,  H.  C,  1920 
Holy,  T.  C,  1924 
Huflfaker,  C.  L.,  1923 
Inman,  J.  H.,  1927 
James,  H.  W.,  1923 
Jorgcnsen,  A.  N.,  1927 
Lemon,  A.  C,  1926 
Lessenger,  W.  E.,  1925 
Lindquist,  E.  F.,  1927 
Lindsay,  E.  E.,  1922 
Luse,  E.  M.,  1925 
Lutes,  O.  S.,  1926 
McCoy,  J.  P.,  1924 
McDowell,  F.  M.,  1918 
AIcKee,  P.  G.,  1924 
Aladsen,  I.  N.,  1923 
Martin,  H.  F.,  1918 
blasters,  H.  V..  1927 
Meyer,  J.  W.,  1918 
Noyer,  R.  W.,  1922 
Peterson,  E.  T.,  1927 
Pollock,  R.  L.,  1926 
Ritter,  E.  L.,  1920 
Roberts,  L.  F.,  1927 
Rogers,  D.  C,  1923 
Russell,  R.  D.,  1923 
Searle,  A.  H.,  1927 
Slater,  C.  P.,  1927 
Tai,  Tse-Chien,  1925 
Tallman,  R.  W.,  1925 
Taylor,  W.  H.,  1925 
Tircman,  L.  S..  1927 


I 


I 


i* 


Tex  Years  of  Educational  Research,  1918-1927 


355 


Tu,  Horace  Tsou  Chow,  1924 
Vander  Beke,  G.  E.,  1926 
White,  Wendell,  1926 


Woods,  R.  C,  1927 
Yoakam,  G.  A.,  1922 


ToHXs  Hopkins  University  (7) 
*Broening,  A.  M.,  1928  Hoke,  R.  E.,  1922 


*Doughertv,  M.  L.,  1928 
Franklin,  E.  E.,  1924 
Hoke,  E.  R.,  1922 


Nagle,  J.  S.,  1926 
Snyder,  Agnes,  1927 


University  of  Kansas   (2) 
Bermajo,  F.  V.,  1923  Hoover,  T.  H.,  1920 

Leland  Stanford  Junior  University  (31) 


Almack,  T.  C,  1923 
Balyeat,  F.  A.,  1927 
Benjamin,  H.  R.  W.,  1927 
Burch,  AI.  C,  1927 
Cady,  V.  M,  1926 
Darsie,  AI.  L.,  1924 
Dickson,  V.  E.,  1919 
Douglass,  H.  R.,  1927 
Eells,  W.  C,  1927 
Tensen.  AI.  B.,  1927 
*kibby,  I.  W.,  1928 
Kohs,  S.  C,  1919 
Lang,  A.  R.,  1924 
AlacQuarrie,  T.  W.,  1924 
Alerriam,  Curtis,  1922 
Alerrill,  A.  N.,  1926 


Mirrielees,  L.  B.,  1924 
Otis,  A.  S.,  1920 
Proctor,  W.  Al.,  1919 
Root,  W.  T.,  1920 
Ruch,  G.  AL,  1922 
Salisburv,  F.  S.,  1924 
Sias,  A.  B.,  1926 
Staffelbach,  E.  H..  1926 
Stockton.  T.  L.,  1920 
^Tavlor,  H.   R.,  1928 
Thomas,  F.  W.,  1926 
Tupper,  C.  R.,  1927 
Wyman,  T.  B.,  1924 
Young.  Kimball,  1921 
Z\-\-e,  D.  L.,  1926 


L^niversity  of  AIichigan   (14) 


Baker,  H.  L.  1920 
Brown,  A.  W.,  1924 
Courtis, -S.  A.,  1925 
Ellis,  AL  AL,  1926 
Harris,  W.  L,  1925 
Tosselyn,  H.  W.,  1921 
Aloehlman,  A.  B.,  1923 


Purdom,  T.  L..  1925 
Rankin.  P.  T.,  1926 
Sangren,  P.  V.,  1925 
Schmidt,  A.  G.,  1923 
Searles,  C.  K.,  1923 
Shriner,  W.  O.,  1926 
Spain,  C.  L.,  1923 


L'niversity  of  AIinnesota  (21) 


Bohan,  J.  E.,  1926 
Carreon,  AL  L.,  1923 
Dickinson,  Sherman.  1926 
Distad,  H.  W.,  1926 
Dvorak,  August.  1923 
Hughes,  J.  AL,  1924 
Hutson,  P.  W.,  1925 
Johnson,  O.  J.,  1921 
Johnson,  W.  E.,  1919 
Jordan,  R.  H.,  1919 
Olson,  W.  C,  1926 


Powers,  J.  O.,  1925 
Powers.  S.  R.,  1923 
Reeve,  W.  D..  1924 
Saupe.  W.   T..  1924 
Smith,  H.  T.,  1926 
Tiegs,  E.  \V.,  1927 
Troxel,  O.  L.,  1926 
Von  Borgersrode,  F.  R. 
W^eersing,  F.  L,  1927 
Whitney.  F.  L..  1922 


1927 


356 


Bulletin  No.  42 


University  of  Missouri  (7) 


Crouch,  R.  A.,  1926 
Diefendorf,  J.  W.,  1926 
Foster,  H.  L.,  1926 
Montague,  J.  R,  1926 


Schott,  E.  L.,  1925 
Taft,  Linwood,  1918 
Watkins,  R.  K.,  1923 


New  York  University   (80) 


Anderson,  M.  L.,  1922 
Aspinall,  Richard,  1926 
Barrow,  H.  R.,  1926 
Bay,  J.  C,  1927 
Benson,  N.  P.,  1919 
Best,  E.  M.,  1920 
Blashfield,  H.  W.,  1927 
Bliss,  J.  G.,  1926 
Bradshaw,  O.  S.,  1926 
Bruning,  W.  C,  1922 
Bullova,  Alma,  1923 
Chou,  Wo  Min,  1920 
Corson,  D.  B.,  1924 
Creager,  J.  O.,  1925 
Crow,  Lester,  1927 
Davis,  R.  L.,  1923 
Drushel,  J.  A.,  1927 
Eapen,  C.  T.,  1925 
Edmund,  Gertrude,  1919 
!=Evans,  E.  B.,  1928 
Eyters,  Ebenezer,  1918 
Forcheimer,  Estelle,  1919 
Gardner,  E.  A.,  1923 
Gast,  I.  M.,  1925 
Geiss,  M.  H.  M.,  1919 
Gill,  C.  M.,  1927 
Gills,  U.  B.,  1927 
Gjesdahl,  F.  L.,  1922 
Goldman,  Henry,  1918 
Goldrich,  L.  W.,  1918 
Grover,  E.  C,  1925 
Halbert,  A.  E.,  1925 
Henig,  M.  S.,  1925 
Hsiao,  T.  E.,  1924 
Hu,  Chang-Ho  Jiugow,  1918 
Hunter,  G.  W.,  1918 
Jahrling,  Robert,  1922 
Kaplan,  Gordonson,  1927 
Keith,  H.  H.,  1918 
Keller,  Fred,  1919 


Kramer,  E.  L.,  1927 
Lee,  A.  S.,  1925 
Levine,  A.  J.,  1921 

*Li,  Shu  Tang,  1928 
Lomax,  P.  S.,  1927 
Lu,  Pao-Ching,  1927 
McDonald,  M.  L,  1923 
Manalac,  G.  R.,  1918 
Maruyama,  Kazuteru,  1920 
Maynard,  T-  A,  1919 
Mendenhail,  R.  E.,  1925 
Meyer,  J.  G.,  1926 
Newlon,  H.  T.,  1927 
Nobis,  Georgia,  1926 
Noonan,  J.  F.,  1926 
Palmland,  Rebecca,  1918 
Paul,  F.  H.  J.,  1924 
Pennock,  G.  L.,   1919 
Picard,  Maurice,  1919 
Pickett,  R.  E.,  1924 
Pullman,  W.  S.,  1919 
Rabus,  Maximilian,  1926 
Rich,  S.  G.,  1923 
Rider,  L.  A.,  1926 
Roberts,  J.  S.,  1918 
Roberts,  R.  S.,  1924 
Seto,  Yau  S.,  1927 
Silberstein,  Nathan,  1920 
Skinner,  C.  E.,  1923 
Skinner,  H.  C,  1927 
Smits,  M.  N.,  1926 
Stitt,  E.  W.,  1924 
Strumpf,  B.  E.,  1926 

*Takayama,  Keyoshi,  1928 
Taylor,  J.  S.,  1924 
Van  Bauer,  Alice,  1924 
Wagner,  T.  T.,  1922 
Wills,  E.  v.,  1923 
Yin,  Chiling,  1923 
Zimmerman,  Oscar,  1920 


it 


Ohio  State  University  (35) 


Albcrty,  H.  B.,  1926 
Bruce,  W.  F.,  1926 
Chambers,  O.  R.,  1926 


Chapman,  H.  B.,  1926 
Cohen,  L  L.,  1927 
Conners,  F.  H.,  1927 


i 


Ten  Years  of  Educational  Research,  1918-1927 


357 


Eckelberry,  R.  H.,  1927 
Ekdahl,  A.  G.,  1925 
Ekdahl,  N.  M.  G.,  1925 
Erffmeyer,  C.  E.,  1925 
Farnsworth,  P.  R.,  1925 
Ferguson,  J.,  1927 
Gatewood,  E.  L.,  1919 
Heck,  A.  O.,  1924 
Heer,  A.  L.,  1926 
Hullfish,  H.  G.,  1924 
Kiefer,  F.,  1927 
Koch,  H.  C.,  1926 
Landsittel,  F.  C.,  1926 
Martz,  v.,  1927 
Morton,  R.  L.,  1925 


Grata,  P.  T.,  1927 
Pratt,  K.  C.  1927 
Reamer,  J.  C.,  1920 
Renshaw,  S.,  1925 
Rickey,  E.,  1924 
Saleste,  P.  H.,  1925 
Scholtz,  T.  L.,  1926 
Schrammel,  H.  E.,  1925 
South,  E.  B.,  1927 
Stevenson,  D.  H.,  1926 
Stewart,  A.  W.,  1927 
Thompson,  L.  A.,  1927 
Williamson,  F.  J.,  1925 
Worcester,  D.  A.,   1926 


University  of  Oregon   (1) 


Baker,  R.  E.,  1927 


University  of  Pennsylvania  (28) 


Bardy,  J.,  1923 
Boyer,  P.  A.,  1920 
Brooks,  J.  D.,  1925 
Cole,  R.  D.,  1927 
Davis,  S.  B.,  1921 
Doughton,  I.,  1925 
Evans,  Florence,  1926 
Ferguson,  A.  W.,  1924 
Garver,  F.  M.,  1920 
Grizzell,  E.  D.,  1922 
Groves,  W.  A.,  1925 
Hamblen,  A.  A.,  1923 
Haskell,  R.  I.,  1924 
Hauser,  C.  A.,  1922 


Hawkes,  E.  J.,  1927 
Hutchinson,  R.  C,  1925 
King,  L.  A.,  1920 
Klain,  Z.,  1924 
Kramer,  F.  H.,  1920 
Lowerv,  M.  L.,  1924 
Lyons,  F.  W.,  1925 
Maria,  Sister  J.,  1925 
Minnich,  J.  H.,  1918 
Rohrbach,  Q.  A.  W.,  1925 
Ross,  Carmon,  1922 
Shaw,  R.  T.,  1926 
Waples,  Douglas,  1920 
Ziegler,  S.  H.,  1923 


University  of  Pittsburgh  (5) 


Champlain,  C.  D.,  1925 
Guy,  J.  F.,  1923 
Hollinger,  J.  D.,  1926 


Maxwell,  P.  A.,  1927 
Sones,  W.  W.  D.,  1925 


University  of  South  Carolina  (1) 


Crum,  AI.,  1925 


University  of  Southern  California  (1) 
Lefever,  D.  W.,  1927 


Chou,  Fu  Chuan,  1921 
Hung,  M.  E.,  1922 


Syracuse  University  (3) 

Moi,  Chin  Yeu,  1918 


358 


Bulletin  No.  42 


Teachers  College,  Columbia  University   (306) 


Abelson,  H.  H.,  1927 

Agnew,  W.  D.,  1924 

Alexander,  Thomas,  1918 

Allen,  W.  S.,  1923 

Anderson,  E.  W.,  1927 

Andrus,  Ruth,  1924 

Arent,  Emma,  1927 

Aucamp,  A.  J.,  1926 

Avent,  J.  E.,  1925 

Ayer,  A.  M.,  1926 

Bailor,  E.  M.,  1925 

Bamberger,  F.  E.,  1922 

Barringer,  B.  E.,  1925 

Bartlett,  L.  W.,  1926 

Belting,  P.  E.,  1919 

Bender,  J.  P.,  1927 

Benedict,  M.  J.,  1927 

Bennett,  H.  G.,  1926 

Benson,  C.  E.,  1922 

Bere,  May,  1924 

Berkson,  I.  B.,  1919 

Blankenship,  A.  S.,  1926 

Boehmke,  M.  J.  W.,  1919 

Borgeson,  F.  C,  1927 

Brace,  D;  K.,  1927 

Brim,  O.  G.,  1920 

Brinkley,  S.  G.,  1925 

Brooks,  P.  D.,  1921 

Brown,  A.  W.,  1926 
*Brubacher,  J.  S.,  1928 

Bruner,  H.  B.,  1925 

Buckner,  C.  A.,  1918 

Burdge,  H.  G.,  1922 

Burgess,  M.  A.,  1920 

Burgess,  W.  R.,  1920 
*Burns,  R.  L.,  1928 

Butterweck,  J.  S.,  1927 

Carpenter,  W.  W.,  1926 

Carr,  J.  W.,  1927 

Carroll,  R.  P.,  1927 

Carrothers,  G.  E.,  1924 

Case,  A.  T.,  1924 

Chang,  Peng  C,  1924 

Chassell,  C.  P.,  1920 
*Chassell,  J.  O.,  1928 

Childs,  H.  G.,  1918 

Chou,  H.  H.  C,  1923 

Chu,  Jennings  Pinkwei,  1922 

Chuang,  Chai  Hsuan,  1922 

Clark,  H.  P.,  1924 

Clark,  T.  R.,  1925 

Clem,  6.  M.,  1924 

Collings,  P.  E.,  1924 


Cook,  J.  H.,  1925 
Cooper,  H.  E.,  1924 
Coryell,  N.  G.,  1927 
Cox,  P.  W.  L.,  1925 
Coy,  G.  L.,  1923 
Crabbs,  L.  AL,  1925 
Craig,  G.  S.,  1927 
Crane,  A.  G.,  1920 
•     Cross,  E.  A.,  1926 
Crow,  C.  S.,  1924 
Cummins,  R.  A.,  1918 
Cunningham,  B.  V.,  1923 
Cunningham,  K.  S.,  1927 
Curoe,  P.  R.  V.,  1926 
Curtis,  P.  D.,  1924 
Daily,  B.  W.,  1926 
Davis,  M.  D.,  1925 
Day,  I^I.  S.,  1926 
Dearborn,  N.  H.,  1925 
Demiashkevich,  M.  J.,  1926 
Denworth,  K.  M.,  1927 
Douglass,  B.  C,  1924 
Dunn,  P.  W.,  1920 
Dushkin,  A.  M.,  1918 
Dyer,  W.  P.,  1927 
Edgerton,  A.  H.,  1926 
Eickenberry,  D.  H.,  1926 
Elliott,  R.,  1927 
Emmons,  P.  E.,  1926 
Engelhardt,  Fred,  1925 
Engelhardt,  N.  L.,  1918 
Ensign,  P.  C,  1921 
Evenden,  E.  S.,  1919 
Finley,  C.  W.,  1926 
Flanders,  J.  K.,  1926 
Flemming,  C.  W.,  1926 
Ford,  W.  S.,  1927 
Forest,  I.  G.,  1927 
Fowlkes,  J.  G.,  1924 
Franzen,  R.  H.,  1923 
Frasier,  G.  W.,  1922 
Pretwell,  E.  K.,  1919 
Frost,  Norman,  1921 
Gambrill,  B.  L.,  1922 
Gamoran,  Emanuel,  1924 
Ganders,  H.  S.,  1926 
♦Garrison,  N.  L.,  1928 
Gifford,  W.  J.,  1918 
Granrud,  J.,  1927 
Graves,  K.  B.,  1924 
Grossman,  Al.,  1926 
Hall,  E.  L.,  1923 
Hall-Quest,  A.  L.,  1925 


li 


Ten  Years  of  Educational  Research,  1918-1927 


359 


Hamilton,  F.  R.,  1925 
Hamilton,  O.  T.,  1927 
Hansen,  A.  O.,  1926 
Hanson,  W.  L.,  1925 
Harap,  Henry,  1924 

*Harper,  M.  H.,  1928 
Hart,  F.  W.,  1920 
Helseth,  I.  O.,  1926 
Henzlik,  F.  E.,  1924 
Herring,  J.  P.,  1924 
Hertzberg,  O.  E.,  1926 
Hertzog,  W.  S.,  1921 
Higbie,  E.  C,  1921 
Hildreth,  G.  H.,  1925 
Hill,  C.  M.,  1927 
Hill,  L.  B.,  1922 
Hockett,  J.  A.,  1927 
Hoffsommer,  W.  E.,  1918 
Holton,  E.  L.,  1927 
Hosic,  J.  F.,  1920 
Hotz,  H.  G.,  1918 
Howard,  George,  1924 
Hudelson,  Earl,  1923 
Humphreys,  H.  C,  1924 
Hunsicker,  L.  M.,  1925 
Hunt,  C.  W.,  1924 
Hurt,  H.  W.,  1920 
Hypes,  J.  L.,  1927 
Irion,  T.  W.  H.,  1925 
Irvin,  O.  W.,  1927 
Jacobs,  C.  L.,  1927 

*;ewett,  I.  A.,  1928 
Tob,  L.  B.,  1926 
Johnson,  G.  B.,  1927 
Jones,  V.  A.,  1926 
Tones,  W.  B.,  1926 
Jordan,  A.  M.,  1919 
kennon,  L.  H.  V.,  1926 
Klyver,  F.  H.,  1926 
Knight,  F.  B.,  1920 
Kcos,  F.  H.,  1927 
Landis,  B.  Y.,  1927 
Larson,  E.  L.,  1925 
Laws,  Gertrude,  1927 
Leary,  D.  B.,  1919 
Lee,  A.  L.  F.,  1925 
Leger,  S.  H.,  1926 
Lentz,  T.  F.,  1925 
Leonard,  R.  J.,  1923 
Lerrigo,  M.  O.,  1926 
Lew,  T.  T.,  1920 
Lewis,  E.  E.,  1920 
Lewis,  I.  B.,  1919 
Linton,  Clarence,  1927 
Liu,  H.  C.  E.,  1922 


Loomis,  A.  K.,  1926 
Lowe,  F.  i\I.,  1923 
Lundgren,  Leonard,  1923 
McGaughy,  J.  R.,  1924 
IMcHale,  K.,  1926 
McKown,  H.  C.,  1925 
McLure,  J.  R.,  1925 
McMullen,  L.  B.,  1927 
Maddox,  W.  A.,  1918 
Malan,  J.  R.,  1923 
Malan,  W.  D.,  1924 
iMalherbe,  E.  G.,  1926 
Masso,  Gildo,  1927 
Mathews,  C.  O.,  1927 
Meek,  L.  H.,  1925 
Meister,  Alorris,  1921 
Melchior,  W.  T.,  1925 
Meltzer,  H.,  1926 
Melvin,  A.  G.,  1923 
Moore,  C.  B.,  1924 
Morehart,  G.  C.,  1927 
Morphet,  E.  L.,  1927 
Morris,  J.  V.,  1921 
Morrison,  F.  W.,  1925 
Morrison,   L  C.,  1922 
Morse,  F.  M.,  1925 
Mort,  P.  R.,  1924 
Mosher,  R.  M.,  1926 
Mossman,  L.  C.,  1924 
Moxcey,  M.  E.,  1922 
Murdock,  Katherine,  1918 
Myers,  A.  F.,  1927 
Myers,  C.  E.,  1923 
Neale,  M.  G.,  1921 
Nesmith,  M.  E.,  1927 
Neumann,  G.  B.,  1927 
Noble,  S.  G.,  1918 
Noffsinger,  J.  S.,  1925 
Noonan,  M.  E.,  1919 
Nordgaard,  M.  A.,  1922 
Norman,  J.  W.,  1920 
Norton,  J.  K.,  1926 
O'Brien,  F.  P.,  1918 
Olcott,  M.,  1926 
Olsen,  H.  C.,  1926 
Oppenheimer,  J.  T.,  1924 
O'Rear,  F.  B.,  1925 
Orleans,  J.  S.,  1926 
Ortman,  E.  J.,  1925 
Osburn,  W.  J.,  1922 
Osuna,  J.  J.,  1923 
Packer,  P.  C.,  1924 
Percival,  W.  P.,  1927 
Perry,  W.  M.,  1925 
Pettit,  W.  W.,  1918 


360 


Bulletin  No.  42 


Pittman,  M.  S.,  1921 
Pryor,  H.  C,  1926 
Quance,  F.  M.,  1927 
Race,  H.  V.,  1922 
Randolph,  E.  D.,  1924 
Raup,  R.  B.,  1926 
Reavis,  G.  H,  1920 
'=Reed,  M.  M.,  1928 
Reeder,  E.  H.,  1926 
Reeves,  C.  E.,  1925 
Reynolds,  O.  E.,  1927 
Reynolds,  R.  G.,  1923 
Rogers,  F.  R.,  1925 
Rosen,  E.  K.,  1925 
Rosenberger,  N.  B.,  1921 
Ross,  C.  C,  1925 
Rufi,  John,  1927 
Ruggles,  A.  M.,  1924 
Russell,  Charles,  1922 
Sanford,  V.,  1927 
Saxman,  E.  J.,  1926 
Schorling,  Raleigh,  1925 
Schwartz,  H.  M.,  1927 
Schwesinger,  G.  C.,  1926 
Sealock,  W.  E.,  1918 
Sears,  J.  B.,  1920 
Shaw,  F.  L.,  1927 
Simons,  L.  G.,  1925 
Simpson,  A.  D.,  1927 
Singleton,  G.  G.,  1925 
Smith,  H.  B.,  1922 
Smith,  H.  P.,  1926 
Smith,  J.  M.,  1927 
Smith,  Meredith,  1927 
Sokes,  Mordecai,  1924 
Somers,  G.  T.,  1924 
Spence,  R.  B.,  1927 
Spence,  R.  E.,  1925 
Steele,  R.  M.,  1926 
Stenquist,  J.  L.,  1923 
Stevenson,  P.  R.,  1925 
Stoops,  R.  O.,  1924 
Strang,  R.  M.,  1926 
Streitz,  Ruth,  1927 
Stroh,  M.  M.,  1927 


Struck,  F.  T.,  1920 
Stuart,  H.,  1927 
Symonds,  P.   M.,  1923 
Tai,  Swang-Chow,  1927 
Taylor,  G.  A.,  1923 
Taylor,  H.  C.,  1920 
Taylor,  R.  B.,  1926 
Taylor,  W.  S.,  1924 
Teagarden,  F.  M.,  1924 
Thompson,  H.,  1927 
Thurber,  C.  H.,  1925 
Tilton,  J.  W.,  1926 
Tirapegui-Leiva,  Luis,  1924 
Todd,  W.  H.,  1927 
Toops,  H.  A.,  1921 
Totah,  K.  A.,  1926 
Touton,  F.  C.,  1919 
Trueman,  G.  J.,  1919 
Twente,  J.  W.,  1923 
Twiss,  G.  R.,  1926 
Vanuxem,  Mary,  1925 
Van  Wagenen,  M.  J.,  1918 
Vincent,  E.  L.,  1924 
Voelker,  P.  F.,  1920 
Wada,  Tomi,  1922 
Wagenhorst,  L.  H.,  1926 
Walters,  F.  C.,  1927 
Waring,  E.  B.,  1927 
Waterfall,  E.  A.,  1923 
Watson,  G.  B.,  1925 
Weber,  J.  J.,  1922 
Weidemann,  C.  C.,  1926 
Wellons,  R.  D.,  1927 
Wells,  G.  F.,  1923 
Wells,  M.  E,  1921 
Whitman,  A.  D.,  1926 
Willing,  M.  H.,  1926 
Wilson,  G.  M.,  1918 
Wilson,  L.  M.,  1920 
Woellner,  F.  P.,  1923 
Wood,  B.  D.,  1923 
Woodring,  M.  N.,  1925 
Woody,  W.  T.,  1918 
Woodyard,  E.,  1926 
Wylie,  A.  T.,  1925 


University  of  Texas  (5) 


Garlin,  R.  E.,  1927 
Jennings,  E.  D.,  1924 
Lcdlow,  W.  F.,  1926 


Spell,  L.  M.,  1923 
Ullrich,  O.  A.,  1926 


TuLANE  University  of  Louisiana  (1) 
Bond,  N.  B.,  1924 


I 


Tex  Years  of  Educational  Research,  1918-1927 


361 


University  of  Washington   (11) 


Barber,  D.  A.,  1925 
Draper,  E.  M.,  1927 
Fuller,  W.  D.,  1927 
Hughes,  C.  L.,  1927 
Tensen.  A.  S.,  1927 
brr,  P.  J.,  1927 


Roberts,  A.  C,  1923 
Troth,  D.  C,  1925 
Wait,  W.  T.,  1927 
Westerberg,  I.  S.,  1923 
Willard,  D.  \y.,  1927 


University  of  Wisconsin   (26) 


Ames,  W.  R.,  1926 
Bell,  W.  T.,  1918 
Carlile,  A.  B.,  1926 
Dexter,  E.  S.,  1923 
Finner,  P.  F.,  1924 
Fish,  O.  C,  1927 
Hein,  F.  W.,  1921 
Hirsch,  E.  C,  1921 
*Hrudka,  Ladimar.  1928 
Hutchinson,  M.  E.,  1926 
Hvdle,  L.  L..  1925 
Kiang,  W.,  1925 
Kutz,  R.  M.,  1927 


Lauterbach,  C.  E.,  1924 
Lehman,  E.  E.,  1918 
Marberrj',  J.  O.,  1926 
Ponsler,  R.  E..  1920 
Roecker,  W.  F.,  1921 
Smithey,  W.  R.,  1918 
Sudweeks,  J.,  1925 
Thiel,  R.  B.,  1926 
Weinke,  E.  A.,  1926 
Wilker,  M.  E.,  1927 
Willey,  G.  S.,  1926 
Winner,  H.  E.,  1921 
*Young,  R.  v.,  1928 


Yale  Unia'ersity   (24) 


Brewer,  C.  H.,  1922 
Brownell,  S.  M.,  1926 
Buell,  I.  A.,  1925 
Buller,  F.  P.,  1927 
Culver,  M.  P.,  1926 
Culver,  R.  B.,  1924 
Dale,  A.  B.,  1923 
DeWeerdt,  E.  H..  1923 
Gage,  Brownell,  1924 
Hertzler,  Silas,  1927 
Knapp,  F.  L.,  1927 
Li,  Chen-nan,  1927 


Martin,  W.  H.,  1927 
Mever,  H.  H.,  1927 
Mueller,  A.  D.,  1927 
Prince,  T.  W.,  1924 
Sims,  V.  M.,  1926 
Smith,  H.  S.,  1923 
Smith,  R.  S.,  1927 
Stewart,  George,  1921 
Thomas,  L.  M.,  1927 
Uphaus,  W.  E.,  1925 
Waite,  ^L  G.,  1927 
Walker,  H.  M.,  1925 


ill 


I 


INDEX  TO  PART  I 


AUTHOR  INDEX 


Alderman,  G.  H,  80 
Alexander,  Carter,  15,  53,  71,  78,  84 
Alexander,  Thomas,  57 
Anderson,  C.  A.,  108 
Angell,  J.  R.,  63 
Anibel.  F.  G.,  80 
Ashbaugh.  E.  J.,   118 
Asher,  Ollie  and  Monroe,  \V.  S.,  7,  78 
Ayres,  L.  P.,  31.  33,  39,  42.  62,  63,  91, 
92,  94,  118,  119 

Bagley,  W.  C.  and  Kyte,  G.  C.,  63 
Bagley,  W.  C.  and  Rugg,  H.   O.,   120, 

129 
Baldwin,  B.  T.,  17 
Ballenser,  H.  L.,  80 
Ballon.  F.  W.,  94 
Bamesberger,  V.  C.,  5,  6 
Barnard,  Henry,  37 
Bartholomai.  F.  und  Schwabe,  37 
Beverly,  Robert,  56 
Binet,  A.,  89,  90,  102 
Binet,  A.  et  Simon,  T.,  90 
Blan,  L.  B.,  42 
Boas.  Franz,  36.  89 
Bobbitt,  Franklin.  39,  116,  119,  121,  122, 

126,  127,  133,  135,  136 
Bode,  B.  H.,  117 
Bonser,  F.  G.,  133 
Brace,  D.  K..  110 
Briges,  T.  H.,  15 
Brittain,  H.  L.,  40 
Bronner,  A.  F.,  104 
Broome,  E.  C,.,  134 
Brown,  J.  C.,  78 
Brown,  William,  36 
Bruner,  H.  B.  and  Stratemejer,  F.  B., 

133,  136 
Buchanan,  M.  A.,  76 
Buckingham,  B.  R.,  4,  5,  48,  49,  50,  86, 

91.  94.  102 
Buckingham,   B.    R.   and   Monroe,   W. 

S.,   100 
Burdge,  H.  G.,  71 
Buswell,  G.  T.,  70,  75 
Buswell,   G.   T.   and   Tudd,   C.   H.,  63, 

70,  78,  136 
Butterfield,  E.  W.,  53 

Caldwell,  O.  W.,  58 

Caldwell,  O.  W.  and  Finlev,  C.  W.,  127 

Campbell,  M.  M.,  71 

Capen,  S.  P.,  63 

Carter,  R.  E.,  42 


Cattell,  T.  -McK.,  36,  89 

Cattell,  J.  McK.  and  Farrand,  Living- 
ston, 89 

Chadwick,  E  B.,  88 

Chancellor,  W.  E.,  118 

Chapman,  H.  B.,  24,  32,  46,  57,  58,  66, 
67 

Charters,  W.  W.,  94,  117,  118,  119,  122, 
124,  125,  130,  133,  136 

Charters,  W.  W.  and  Whitlev,  I.  B., 
124 

Childs,  H.  G.  and  Terman,  L.  M.,  90 

Clark,  J.  A.  and  Monroe,  W.  S.,  8,  9, 
129 

Clark,  W.  W.,  109 

Collings,  Ellsworth,  52,  75,  83,  131 

Colvin,  S.  S.,  103 

Cook,  W.  A.  and  O'Shea,  M.  V.,  118 

Cornell,  E.  L.,  Coxe,  W.  W'.,  and  Or- 
leans, J.   S.,   108 

Counts,  G.  S.,  128,  129,  133 

Courtis,  S.  A.,  23,  24,  31,  32,  39,  91,  93, 
94,  98,  111,  113 

Courtis,  S.  A.  and  Packer,  P.  C,  22 

Cox,  C.  M.,  63,  73 

Coxe,  W.  \V.,  Orleans,  J.  S.,  and  Cor- 
nell, E.  L.,  108 

Crabtree,  J.  W.,  68 

Crawford,  C.  C,  80 

Cubberlev.  E.  P.,  23,  34,  35,  39,  44,  57, 
94 

Cubberley,  E.  P.  and  Sears,  J.  B.,  72 

Curtis,  F.  D.,  131 

Davis,  C.  O.,  56 
Dawson,  Edgar,  76 

Dearborn,  X.  H.,  30,  34,  35,  42,  43,  94 
Dearborn,  W.  F.,  104 
DeVoss,  J.  C,  Kellv,  F.  J.,  and  Mon- 
roe, W.  S.,  96,  104 
Dewej%  John  and  Dewej',  Evelj^n,  135 
Dodge,  Raymond,  35,  43 
Doherty,   Margaret,   129 
Downey,  J.  E.,  108 

Eldridge,  R.  C,  118 

Elliott,  E.   C,  72 

Elliott,  E.  C.  and  Starch,  Daniel,  43 

Elliott,  E.  C.  and  Strayer,  G.  D.,  35 

Engelhardt,  N.  L.,  95 

Engelhardt,  N.  L.,  Elsbree,  \V.  S.,  and 

S^trayer,  G.  D.,  107 
Enselhardt,  N.  L.,  Reeves,  C.  E.,  and 

Womrath,  G.  R,  108 


i 


363 


364 


Bulletin  No.  42 


Engelhardt,  N.  L.,  and  Strayer,  G.  D., 

107 
Engelhart,  M.  D.,  9 

Farrand,  Livingston  and  Cattell,  J. 
AIcK.,  89 

Farrand,  Alax,  63 

Finley,  C.  \V.  and  Caldwell,  O.  W.,  127 

Fisher,  Reverend  George,  88 

Fitzgerald,  Florence  and  Pintner,  Ru- 
dolf, 99 

Flemming,  C.  W.  and  Woodring,  M. 
N.,  78 

Franzen,  Ravmond,   101 

Freeman,  F.'N.,  43,  103 

Froebel,  30 

Fuller,  L.  R.,  124 

Gallup,   Jackson   and   Hawley,   W.   E., 

80 
Galton,  Francis,  30,  36,  89 
Garrett,  H.  E.,  54 
Gault,  R.  H.,  38 
Geiger,  Ruth,  80 
Gilkerson,  C.  A.,  123 
Glass,  J.  M.,  128,  129 
Goddard,  H.  H.,  90,  94 
Good,  C.  v.,  56,  57,  78 
Graves,  F.  P.,  30 

Gray,  W.  S.,  43,  63,  70,  71,  11,  94,  136 
Gray,  W.   S.,  Washburne,  C.  W.,  and 

Vogel,  Mabel,  63,  135 
Greenleaf,   W.   J.   and   Windes,  E.   E., 

16 
Gregory,  C.  A.,  53 
Gunthorp,  Horace  and   Mudge,   E.  L., 

78 

Haig,  R.  M.,  71 

Haig,  R.  M.  and  Strayer,  G.  D.,  72 

Hall,  G.  S.,  37,  38,  40 

Hanus,  P.  H.,  39 

Harap,  Henry,  118,  131,  132,  133 

Hawley,  W.  E.  and  Gallup,  Jackson,  80 

Heckert,  J.  W.,  82 

Henderson,  E.  N.,  36 

Henmon,  V.  A.  C,  76 

Henry,  N.  B.,  72 

Herbart,  30 

Herriott,  AI.  E.,  9 

Herriott,   M.   E.   and   Monroe,   W.    S., 

116 
Hillegas,  \\.  B.,  91 
Hockett,  J.  A.,  117,  128 
Hoke,  H.  J.  and  Wilson,  G.  M,,  105 
Holley,  C.  E.,  4,  5 
Holmes,  H.  W.,  121,  128 
Holzinger,  K.  J.,  54,  82 
Horn,  Ernest,  94,  116,  118,  119,  128,  133 
Huey,  E.  B.,  35 
Hull,  C.  L.,  110 


Hull,  \\.  R.,  9 
Hunt,  C.  W.,  n 

Johnson,   Edith  and  Tidyman,   W.   F., 

80 
Johnston,  ]Mrs.  C.  H.  and  Monroe,  W. 

S.,  8,  57 
Jones,  A.  J.,  15,  23,  25 
Jones,   R.  G.,  134 
Jones,  W.  F.,  118 

Judd,  C.  H.,  23,  25,  26,  35,  36,  39,  43, 
•  63,  70,  94,  135 
Judd,  C.  H.  and  Buswell,  G.  T.,  63,  70, 

78,  136 

Kandel,  I.  L.,  44 

Kelley,  T.  L.,  51,  54,  105 

Kelley,  T.  L.,  Ruch,  G.  M.,  and  Ter- 

man,  L.  M.,  101 
Kellor,   Frances,   128 
Kelly,  F.  J.,  43,  80,  86,  92,  93 
Kelly,  F.  J.,  IMonroe,  W.   S.,  and  De- 

Voss,  J.  C.,  96,  104 
Kepner,  P.  T.,  78 
Keyes,  C.  H.,  42 
Kinison,  Mrs.  C.  R.,  9 
Kohs,  S.  C,  108 
Kuhlmann,  F.,  90 
Kyte,  G.  C.  and  Bagley,  W.  C.,  63 

Lane,  M.  R.,  78 

Lima,  Margaret  and  Terman,  L.  M.,  IZ 

McCall,  W.  A.,  52,  53,  74,  75,  101,  102, 

104,  105 
McCall,  W.   A.  and  Thorndike,  E.  L., 

92 
McGaughy,  J.  R.,  72 
I^IcAIurry,  C.  A.,   133 
McMurrv,  F.  M.,  133 
MacPhail,  A.  H.,  107 
Marshall,  Helen  and  Pintner,  Rudolf, 

99 
Alartens,  E.  H.,  22 
:^Iaxwell,    W.    H.,   41 
Meriam,  J.  L.,  35,  131,  133 
Meyer,  Max,  42 
Aliller,  Edith,  119 
Mohr,  Louise  and  Washburne,  C.  W., 

48 
Monroe,  Paul,  34,  35,  44 
Monroe,  W.   S.,  6,  33,  53,  75,  93,  94, 

100,  104,  105 
Monroe,  W.  S.  and  Asher,  Ollie,  7,  78 
Monroe,  W.  S.  and  Buckingham,  B.  R., 

100 
Monroe,  W.  S.  and  Clark,  J.  A.,  8,  9, 

129 
Monroe,    W.    S.,    DeVoss,   J.    C,   and 

Kelly,  F.  J.,  96,  104 


I 


Ten  Years  of  Educational  Research,  1918-1927 


365 


Monroe,   W.   S.   and   Herriott,   M.   E., 

116 
Monroe,  W.  S.  and  Johnston,  Mrs.  C. 

H.,  8,  57 
Morrison,  H.  C,  72,  83,  84 
Mudge,  E.   L.  and  Gunthorp,   Horace, 

78 

Newcomer,  Mabel,  71,  72 
Newlon,  J.  H.,  25,  86,  135 
Nietz,  J.  A.,  127 

Odell,  C.  W.,  8,  9,  54,  75,  102 

Ogburn,  W.  F.,  132 

Ogg,  F.  A.,  19 

Orleans,    J.    S.,    Cornell,    E.    L.,    and 

Coxe,  W.  W.,  108 
O'Shea,  M.  V.,  V 

O'Shea,  M.  V.  and  Cook,  W.  A.,   118 
Otis,  A.  S.,  36,  52,  ':,i,  94,  95,  98 

Packer,  P.  C.  and  Courtis,  S.  A.,  22 

Pearson,  Karl,  36 

Pestalozzi,  30 

Peterson,  Joseph,  103 

Pintner,  Rudolf,  94,  95,  98,  99,  100,  103 

Pintner,  Rudolf  and  Fitzgerald,  Flor- 
ence, 99 

Pintner,  Rudolf  and  Marshall,  Helen, 
99 

Pressey,  L.  C,  94,  100 

Pressey,  S.  L.,  94,  100,  108 

Pritchett,  H.  S.,  65 

Putnam,  Helen,  9 

Raubenheimer,  A.  S.,  74 

Reagan,  G.  W,  7,  123 

Reeder,  W.  G.,  57 

Reeves,   C.    E.,   Womrath,   G.   F.,   and 

Engelhardt,  N.  L.,  108 
Reeves,   F.   W.,   12 
Reisner,  E.  H.,  57 

Rice,  J.  M.,  30;  31,  2>2,  44,  52,  88,  89,90 
Rosenburg,  ^lax,  74 
Ruch,  G.  M.  and  Stoddard,  G.  D.,  105 
Ruch,  G.  M.,  Terman,  L.  M.,  and  Kel- 

ley,  T.  L.,  101 
Ruediger,  W.  C,  35 
Rugg,  H.  O.,  26,  36,  41,  52,  53,  96,  109, 

127,  128,  133,  134,  136,  137 
Rugg,  H.  O.  and   Bagley,  W.   C,   120, 

129 
Russell,  Charles,  102 
Russell,  W.  F.,  72 

Sargent,  C.  G.,  40 

Schmidt,  W.  A.,  43 

Schutte,  T.  H.,  80,  81 

Schwabe  und  Bartholomai,  F.,  TH 

Sears,  J.  B.  and  Cubberley,  E.   P.,  12 

Seashore,  C.  E.,  94 

Sheldon,  E.  A,  30 


Sigismund,  B.,  2i7 

Simon,  T.  et  Binet,  A.,  90 

Smith,  B.  C,  63 

Smith,  D.  H.,  66 

Starch,  Daniel,  92,  95 

Starch,  Daniel  and  Elliott,  E.  C,  43 

Stevens,  E.  B.,  72 

Stoddard,   G.  D.,   106 

Stoddard,  G.  D.  and  Ruch,  G.  M.,  105 

Stone,  C.  W.,  6,  31,  90,  91 

Stoops,  R.  O.,  72 

Stout,  J.  E,  128,  129,  133 

Stratemeyer,  F.  B.  and  Bruner,  H.  B., 

133,  136 
Strayer,  G.  D.,  35,  39,  42,  58,  71,  11,  78, 

94,  95,  96 

Strayer,  G.  D.  and  Elliot,  E.  C,  35 
Strayer,  G.   D.   and   Engelhart,   N.   L., 

107 
Strayer,  G.  D.,  Engelhardt,  N.  L.,  and 

Elsbree,  W.  S.,  107 
Strayer,  G.  D.  and  Haig,  R.  :M,  12 
Strong,   E.  K.,   125 
Studebaker,  J.  W.,  113 
Suzzalo,  Henry,  44,  63 
Symonds,  P.  M.,  78,  105 

Terman,  L.   M.,  56,  63,  li,  74,  90,  94, 

101,  103 
Terman,  L.   M.  and  Childs,  H.   G.,  90 
Terman,    L.    M.,    Kelley,    T.    L.,    and 

Ruch,  G.  ^L,  101 
Terman,  L.  M.  and  Lima,  Alargaret,  li 
Terry,  P.  W.,  70,  71 
Theisen,  W.  W.,  78.  87 
Thorndike,  E.  L.,  31,  34,  35,  36,  Zl ,  41, 

58,  63,  70,  12,  89,  90,  91,  92,  93,  94, 

95,  98,  99,  101,  103,  104 
Thorndike,  E.  L.  and  McCall,  W.  A., 

92 
Threlkeld,  A.  L.,  135 
Thurstone,  L.  L.,  54,  69 
Tidyman,  W.   F.  and  Johnson,   Edith, 

80 
Trabue,  M.  R.,  53,  78,  85,  92,  93 

Uhl,  W.  L.,  133 

Voelker,  P.  F.,  109 

Vogel,  IMabel,  Gray,  W.  S.,  and  Wash- 

burne,  C.  W.,  63,  135 
Vogel,  Mabel  and  Washburne,  C.  W., 

130 

Washburne,  C.  W.,  126,  130,  131,  135 
Washburne,  C.  W.  and  Mohr,  Louise, 

48 
Washburne,  C.  W.  and  Vogel,  Mabel, 

130 
Washburne,  C.  W.,  Vogel,  Mabel,  and 

Gray,  W.  S.,  63,  135 
Watson,  G.  B.,  108 


366 


Bulletin  No.  42 


Webb,  H.  A.,  131 

Whipple,  G.  M.,  38,  85,  94,  95,  98 

Whitley,   I.   B.   and   Charters,   W.   W., 

124 
Willett,  G.  W.,  72 
Williams,  L.  W.,  130 
Wilson,  G.  M,  118,  119,  120 
Wilson,  G.  M.  and  Hoke,  H.  J.,  105 
Wilson,  H.  B.,  116,  135 
Wilson,  L.  N.,  41 
Winch,  N.  H.,  35 
Windes,   E.   E.   and   Greenleaf,   W.   J., 

16 


Womrath,    G.    F.,    Engelhardt,    N.    L., 

and  Reeves,  C.  E.,  108 
Wood,  B.  D.,  75,  106,  107 
Woodring,    M.    N.    and   Flemming,    C. 

W.,  78 
Woody,  Clifford,  78,  94 
Worcester,  D.  A.,  57 
Works,  G.  A.  77 
Wundt,  Wilhelm,  30 
Wylie,  A.  T.,  75 

■Yerkes,  R.  M.  95,  98 
Yule,  G.  U.,  36 


TOPIC  INDEX 


Accomplishment   quotient,   101 

Achievement,  early  tests  of,  90  f .,  104  f . 

Activity  analysis,  121  f. 

American  Council  on  Education,  68 

Army  Alpha,  97 

Activity  analysis,  121  f. 

Binet-Simon   scale,  90 

Bureau  of  Educational  Research,  his- 
tory of,  3  f.,  138;  publications  of, 
139  f. 

Chicago  reading  studies,  43,  70 
Child   studj-  movement,  40 
Classical   Investigation,  75 
Complete  educational  research,  27 
Controlled   experimentation,  74 
Curriculum    construction,    activity    an- 
alj^sis,  121  f. ;  by  consensus  of  opin- 
ion,  127   f . ;   by  consensus  of   school 
practice,   128   f. ;   based   on   pupil   re- 
actions, 130  f. 
Currictilum     research,     problems     of, 
116;  prominence  of,  116  f . ;  types  of, 
121  f. ;  extent  of,  133  f. ;  an  evalua- 
tion of,  136 

Departments  of  educational  research, 
establishment  of,  32,  57  f. 

Diagnostic  tests,  113 

Doctors'  theses  in  education,  compila- 
tions of,  6;  number  of,  47 

Educational  Finance  Inquiry,  71 
Educational  research,  definitions  of, 
15  f. ;  as  high-grade  accounting  and 
publicitj',  21  ;  as  objective  methods, 
22;  as  a  means  of  arriving  at  final 
answers,  24 ;  as  critical  reflective 
thinking,  24  f . ;  scope  of,  27;  begin- 
ning of,  30  f. ;  department  of,  pro- 
posed by  Rice,  31  ;  by  foundations, 
33 ;  by  voluntary  organizations,  33  f . ; 
in  history  of  education,  44 ;  popular- 


ization of,  48;  expenditures  for,  50; 
an  evaluation  of,  79  f. ;  status  of, 
84  f. ;  the  outlook,  87 

Educational  measurement,  beginning 
of,  88;  books  on,  95 

Educational  tests,  number  used  annu- 
ally, 114 

Experimentation,  an  evaluation  of, 
79  f. 

Federal  Board  for  Vocational  Educa- 
tion, 66 

General  survey  tests,  99 
Genetic  studies  of  genius,  73 
Group  intelligence  scales,  94,  97 

High-school  tests,  106 
History  Inquiry,  75 

Indiana  University  conference  on  ed- 
ucational measurements,  94 

Institute  of  educational  research  at 
Teachers  College,  58  f. 

Intelligence  tests,  books  on,  103 

Iowa  Child  Welfare  Research  Station, 
61 

IMajor  researches,  1918-1927,  70  f. 
"Man-to-man"  rating  scales,  109 
blasters'  and  doctors'  theses,  compila- 
tions of,  6 
Mathematics,  investigation  of,  75 
Modern  Foreign  Language  Study,  75 

National    Education    Association,    Re- 
search  Department,  68 
National  Research   Council,  69 
Nature  and  nurture,  studies  of,  74 
New  examination,   102 

Objective  methods,  22,  46,  117 

Personality,   measurement   of,    108 
Physical  abilities,  measurement  of,  110 
Practice  tests.   113 


4> 


Ten  Years  of  Educational  Research,  1918-1927 


367 


Quantity  production  in  educational  re- 
search, 46  f. 
Questionnaire,  development  of,  36  f. 
Quotient  scores,  101 

Reading,  see   Chicago   reading  studies 

Reporting  educational  research,  53  f. 

Research  techniques,  early  develop- 
ment of,  36;  development  of  since 
1918,  51    f. 

Retardation  and  elimination,  studies 
of,  41 

School  buildings,  score  cards   for,  95, 

107 
School  surveys,  38  f.,  77 
Seven  Great  Foundations,  62 


Statistical  methods,  53 
Summaries  of  reports  of  previous  in- 
vestigators, 77 

Teachers'  marks,  studies  of,  42 

Testing  in  institutions  of  higher  learn- 
ing,  106 

Textbook  analysis,  129 

Thorndike's  study  of  the  measurement 
of  intelligence,  72 

Transfer  of  training,  studies  of,  41 

T-scores,   101 

United  States  Army,  testing  in,  97 
United  States  Bureau  of  Education,  66 

Vocational  tests,  110 


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UNIVERSITY  OF  ILLINOIS  BULLETIN 


Vol.  XXV 


Issued  Weekly 
August  21,  1928 


No.  51 


[Entered  as  second-class  matter  December  11,  1912,  at  the  post  office  at  Urbana,  Illinois, 
under  the  Act  of  August  24,  1912.  Acceptance  for  mailing  at  the  special  rate  of  post- 
age provided  for  in  section  1103,  Act  of  October  3,  1917,  authorized  July  31,  1918.] 


BULLETIN  NO.  42 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 

TEN  YEARS  OF  EDUCATIONAL 
RESEARCH,  1918-1927 

By 

Walter  S.  Monroe,  Director 

Charles  W.  Odell,  Assistant  Director 

M.  E.  Herriott,  Associate 

Max  D.  Engelhart,  Assistant 

Mabel  R,  Hull,  Assistant 


price  one  dollar 


I 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS,  URBANA 

1928 


The  Bureau  of  Educational  Research  was  established  by  act 
of  the  Board  of  Trustees  June  1,  1918.  It  is  the  purpose  of  the 
Bureau  to  conduct  original  investigations  in  the  field  of  education, 
to  summarize  and  bring  to  the  attention  of  school  people  the  results 
of  research  elsewhere,  and  to  be  of  service  to  the  schools  of  the 
state  in  other  ways. 

The  results  of  original  investigations  carried  on  by  the  Bureau 
of  Educational  Research  are  published  In  the  form  of  bulletins.  A 
list  of  available  publications  is  given  on  the  back  cover  of  this 
bulletin.  At  the  present  time  five  or  six  original  investigations  are 
reported  each  year.  The  accounts  of  research  conducted  elsewhere 
and  other  communications  to  the  school  men  of  the  state  are  pub- 
lished in  the  form  of  educational  research  circulars.  From  ten  to 
fifteen  of  these  are  issued  each  year. 

The  Bureau  is  a  department  of  the  College  of  Education.  Its 
immediate  direction  is  vested  in  a  Director,  who  is  also  an  instructor 
in  the  College  of  Education.  Under  his  supervision  research  is 
carried  on  by  other  members  of  the  Bureau  staff  and  also  by  grad- 
uates who  are  working  on  theses.  From  this  point  of  view  the 
Bureau  of  Educational  Research  is  a  research  laboratory  for  the 
College  of  Education. 

Bureau  of   Educational   Research 

College  of  Education 

University  of  Illinois,  Urbana 


UNIVERSITY  OF  ILLINOIS 

THE  STATE  UNIVERSITY 
URBANA 

DAVID  KINLEY,  Ph.D.,  LL.D.,  President 


The  University  Includes  the  Following  Departments 

The  Graduate  School 

The  College  of  Liberal  Arts  and  Sciences  (Curricula:  General  with  majors 
in  the  Humanities  and  the  Sciences;  Chemistry  and  Chemical  Engineering; 
Pre-legal,  Pre-medical  and  Pre-dental;  Pre-journalism,  Home  Economics, 
Economic  Entomology  and  Applied  Optics) 

The  College  of  Commerce  and  Business  Administration  (Curricula:  General 
Business,  Banking  and  Finance,  Insurance,  Accountancy,  Railway  Adminis- 
tration, Railway  Transportation,  Industrial  Administration,  Foreign  Com- 
merce, Commercial  Teachers,  Trade  and  Civic  Secretarial  Service,  Public 
Utilities,  Commerce  and  Law) 

The  College  of  Engineering  (Curricula:  Architecture,  Ceramics ;  Architectural, 
Ceramic,  Civil,  Electrical,  Gas,  General,  Mechanical,  Mining,  and  Railway 
Engineering;  Engineering  Physics) 

The  Collfxie  of  Agriculture  (Curricula:  General  Agriculture;  Floriculture; 
Home  Economics;  Landscape  Architecture;  Smith-Hughes — in  conjunction 
with  the  College  of  Education) 

The  College  of  Education  (Curricula:  Two  year,  prescribing  junior  standing 
for  admission — General  Education,  Smith-Hughes  Agriculture,  Smith- 
Hughes  Home  Economics,  Public  School  Music;  four  year,  admitting  from 
the  high  school — Industrial  Education,  Athletic  Coaching,  Physical  Educa- 
tion. The  University  High  School  is  the  practice  school  of  the  College  of 
Education) 

The  School  of  Music  (four-year  curriculum) 

The  College  of  Law  (three-year  curriculum  based  on  two  years  of  college 
work.    For  requirements  after  January  1,  1929,  address  the  Registrar) 

The  Library  School  (two-year  curriculum  for  college  graduates) 

The  School  of  Journalism  (two-year  curriculum  based  on  two  years  of  col- 
lege work) 

The  College  of  Medicine  (in  Chicago) 

The  College  of  Dentistry   (in  Chicago) 

The  School  of  Pharmacy  (in  Chicago) 

The  Summer  Session  (eight  weeks) 

Experiment  Stations  and  Scientific  Bureaus  :  U.  S.  Agricultural  Experiment 
Station;  Engineering  Experiment  Station;  State  Natural  History  Survey; 
State  Water  Survey;  State  Geological  Survey;  Bureau  of  Educational  Re- 
search. 

The  Library  collections  contain  (June  1,  1927)  733,580  volumes  and  162,783 
pamphlets.     For  catalogs  and  information  address 

THE  REGISTRAR 

Urbana,  Illinois 


BULLETINS  OF  THE  BUREAU  OF  EDUCATIONAL  RESEARCH, 

COLLEGE  OF  EDUCATION,  UNIVERSITY  OF  ILLINOIS, 

URBANA,  ILLINOIS 

Price 
No.    8.  Monroe,  Walter  S.     A  Critical  Study  of  Certain  Silent  Reading  Tests 50 

No.  10.  Bureau  of  Educational  Research.    Relation  of  Size  of  Class  to  School  Efficiency 

(Out  of  print) 50 

No.  11.  Monroe,  Walter  S.  Relation  of  Sectioning  a  Class  to  the  Effectiveness  of  In- 
struction (Out  of  print) IS 

No.  12.  Odell,  Charles  W.  The  Use  of  Intelligence  Tests  as  a  Basis  of  School  Organ- 
ization and  Instruction 50 

No.  13.  Monroe,  Walter  S.  and  Foster,  I.  O.    The  Status  of  the  Social  Sciences  in  the 

High  Schools  of  the  North  Central  Association 50 

No.  14.  Monroe,  Walter  S.  and  Carter,  Ralph  E.  The  Use  of  Different  Types  of 
Thought  Questions  in  Secondary  Schools  and  Their  Relative  Difficulty  for 
Students 30 

No.  IS.  Monroe,    Walter    S.       The    Constant    and    Variable    Errors    of    Educational 

Measurements  (Out  of  print) 25 

No.  16.  Odell,  Charles  W.     An  Annotated  Bibliography  Dealing  with  the  Classification 

and  Instruction  of  Pupils  to  Provide  for  Individual  Differences  (Out  of  print)       .50 

No.  17.  Monroe,  Walter  S.  and  Souders,  Lloyd  B.  Present  Status  of  Written  Exam- 
inations and  Suggestions  for  Their  Improvement JO 

No.  18.  Streitz,  Ruth.     Teachers'   Difficulties  in  Arithmetic  and  Their  Correctives 30 

No.  19.  Odell,  Charles  W.    The  Progress  and  Elimination  of  School  Children  in  Illinois       .50 

No.  20.  Monroe,    Walter    S^   and    Moblman,    Dora    Keen.     Training    in    the    Technique 

of  Study  (Out  of  print) SO 

No.  21.  Monroe,  Walter  S.  (Director).    A  Survey  of  the  City  Schools  of  Marion,  Illinois       .50 

No.  22.  Odell,  Charles  W.    Conservation  of  Intelligence  in  Illinois  High  Schools 30 

No.  23.  Streitz,  Ruth.     Teachers'  Difficulties  in  Reading  and  Their  Correctives 30 

No.  24.  Seybolt,  Robert  Francis.     The  Evening  School  in  Colonial  America JO 

No.  25.  Monroe,  Walter  S.  and  Johnston,  Nell  Bomar.  Reporting  Educational  Research 

(Out  of  print) 50 

No.  26.  Brownell,  William  Arthur.    A  Study  of  Supervised  Study  (Out  of  print) 50 

No.  27.  Click,  H.  N.    Effect  of  Practice  on  Intelligence  Tests  (Out  of  print) 30 

No.  28.  Seybolt,    Robert    Francis.      Source    Studies    in    American    Colonial    Education 

— The  Private  School  (Out  of  print) SO 

No.  29.  Odell,   Charles  W.,  assisted  by  Blough,  John   H.     An  Annotated   Bibliography 

Dealing  with  Extra-Curricular  Activities  in  Elementary  and  High  Schools...       .50 

No.  30.  Monroe,    Walter   S.      The    Duties   of   Men    Engaged   as    Physical    Directors   or 

Athletic  Coaches  in  High  Schools 25 

No.  31.  Monroe,   Walter  S.,  assisted  by  Clark,  John  A.     The  Teacher's   Responsibility 

for  Devising  Learning  Exercises  in  Arithmetic 50 

No.  32.  Odell,  Charles  W.  The  Interpretation  of  the  Probable  Error  and  the  Coeffi- 
cient of  Correlation 50 

No.  33.  Monroe,  Walter  S.  and  Herriott,  M.   E.     Objectives  of  United  States  History 

in  Grades  Seven  and  Eight 30 

No.  34.  Odell,  Charles  W.     Are  College  Students  a  Select  Group? 25 

No.  35.  Ojemann,    R.    H.     The    Constant    and    Variable    Occupations    of    the    United 

States  in    1920 25 

No.  36.  Monroe,  Walter  S.   and  Asher,  Ollie.     A   Bibliography   of  Bibliographies 25 

No.  37.  Odell,  Charles  W.    Predicting  the  Scholastic  Success  of  College  Freshmen 25 

No.  38.  Monroe,   Walter   S.   and   Engelhart,   Max   D.     The  Techniques   of   Educational 

Research 50 

No.  39.  Monroe,  Walter  S.,  Hindman,  Darwin  A.,  and  Lundin,  Roy  S.  Two  Illustra- 
tions of  Curriculum  Construction 50 

No.  40.  Odell,  Charles  W.  A  Glossary  of  Three  Hundred  Terms  Used  in  Educa- 
tional Measurement  and  Research 50 

No.  41.  Monroe,  Walter  S.  and  Herriott,  M.  E.  Reorganization  of  the  Secondary- 
School  Curriculum :    Its  Meaning  and  Trends 50 

No.  42.  Monroe,  Walter   S.,   Odell,   Charles   W.,   Herriott,   M.   E.,   Engelhart,   Max   D.. 

and   Hull,    Mabel   R.     Ten   Years   of  Educational   Research,    1918-1927 100 


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